Thematische Bibliographien / Committee on Educational Policy

Auswahl der wissenschaftlichen Literatur zum Thema „Committee on Educational Policy“

Autor: Grafiati

Veröffentlicht am 25. Juli 2024

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Zeitschriftenartikel zum Thema "Committee on Educational Policy"

Griener, Glenn G., und Janet L. Storch. „The Educational Needs of Ethics Committees“. Cambridge Quarterly of Healthcare Ethics 3, Nr. 3 (1994): 467–77. http://dx.doi.org/10.1017/s0963180100005296.

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Hospital ethics committees must be knowledgeable if they are to perform consultations, advise administrators on policy, or offer educational programs. Because the membership of the committee is interdisciplinary, with most drawn from the healthcare professions, the individuals who join cannot be expected to bring knowledge of bioethies with them. Therefore, a new committee must spend time developing expertise before it can appropriately serve the hospital community. Although the need for committee self-education is generally recognized, it is seldom discussed in any detail. When discussed at all, expertise in bioethies is usually described as composed of a familiarity with an identifiable body of knowledge and mastery over techniques of moral reasoning. It is assumed that a committee can develop this expertise early in its life through a short course of study.

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Kucsan, Bernice M. „The Educational Sections Committee“. Journal For Healthcare Quality 10, Nr. 3 (August 1988): 4. http://dx.doi.org/10.1111/j.1945-1474.1988.tb00324.x.

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Fuad, Nurhattati, Choirul Fuad Yusuf und Rihlah Nur Aulia. „School Autonomy Policy Implementation in Emerging Country“. International Journal of Early Childhood Special Education 14, Nr. 1 (17.03.2022): 210–24. http://dx.doi.org/10.9756/int-jecse/v14i1.221026.

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The purpose of this study was to analyze how school autonomy was implemented in Jakarta's Special Capital Region, which administratively serves as a barometer for the successful implementation of policies in Indonesia and emerging economies. The research examined how school autonomy has been applied at the school level in terms of program and budget management, curriculum creation, teacher development, and community development. The topics were administrators, teachers, school leaders, and school committee members from 313 Jakarta public primary schools. Data were gathered utilizing a combination of qualitative and quantitative methods, including surveys, interviews, focus groups, and documentary studies. The research indicated that the implementation of school autonomy in Jakarta varies in terms of success, and is contingent on the school's competence and innovation in utilizing its authority and responsibility to grow the institution. Additionally, it is discovered that the weaknesses that must be addressed in order for autonomy to be effective are related to the low quality of leadership demonstrated by school principals, teachers, and school committee participation in management, all of which contribute to the ineffective implementation of school autonomy.

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Ngeno Kipkemoi Robert, Dr Samson O. Barasa und Prof. John Chang’ach. „Political ramification on educational policy in colonial kenya“. INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 11 (13.07.2020): 77–84. http://dx.doi.org/10.24297/ijrem.v11i.8788.

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Colonial educational policies were marked by conflicting interests of different actors who were involved in the provision and consumption of education. Initially, education matters were left to individual colonies and voluntary agencies, but from 1925, Whitehall began to take a keen interest in the development of education in the colonies. Several educational policies were enacted, including Fraser report, the East African Protectorate Education Commission in Kenya, Phelps-stoke commission, Memorandum on education policy in British Tropical Africa, Beecher committee of 1949 and Binns committee report of 1952. These policies sought to inculcate western morals, technical skills, and the need for rural advancement. Africans did not contend with recommendations of these commissions; therefore, several institutions emerged that sought to improve educational conditions for Africans, such as political associations, Local Native councils, and Independent school associations. Data for this study was collected qualitatively; this involved both primary and secondary sources of data. The results of the study indicate that politics has a direct influence on educational policy. The study will be significant to educational stakeholders, educational policy developers, and planners, educational historians and will be used as a basis for teaching politics and education in colonial Kenya and for future research in the history of education.

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Dietz, Tracy J., Linda S. Moore und David Jenkins. „Using Professional Advisory Committees to Achieve Excellence in Social Work Education“. Journal of Baccalaureate Social Work 7, Nr. 2 (01.03.2002): 49–61. http://dx.doi.org/10.18084/1084-7219.7.2.49.

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Social work programs are mandated by the Council on Social Work Education to develop and maintain ongoing relationships with social work practitioners and others involved in social services and policy making. A Professional Advisory Committee is one way for programs to receive input from community professionals to strengthen the educational goal of preparing competent, effective professionals. To date, there is little literature in social work on program advisory committees. However, higher education and management literature, along with social work literature on task groups, can provide some direction for developing, maintaining, and effectively using a Professional Advisory Committee in social work program development.

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Kozaitis, Kathryn. „Educational Reform in Science and Mathematics: An Anthropological Perspective“. Practicing Anthropology 30, Nr. 2 (01.04.2008): 14–18. http://dx.doi.org/10.17730/praa.30.2.1852078276p811l6.

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This study illustrates the role of practicing anthropologists who seek to promote critical educational reform based on anthropological theory and ethnographic research. The analytic context is PRISM (Partnerships for Reform in Science and Mathematics), an initiative designed to improve the scientific and mathematical literacy of K-16 students in the state of Georgia. The unit of analysis is "Strategy 10," a dimension of PRISM also referred to as "The Reward Structure Committee," of which I am a member. The Committee's charge was to construct a new policy and reward structure that would advocate for and reward science and math faculty in the University System of Georgia (USG), whose work improves primary and secondary education in their respective disciplines.

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Gunawan, Agus, und Yuyun Rohmatul Uyuni. „The role of the committee in improving the education quality of madrasa“. ATTARBIYAH: Journal of Islamic Culture and Education 7, Nr. 2 (02.01.2023): 153–69. http://dx.doi.org/10.18326/attarbiyah.v7i2.153-169.

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Educational management is very important as a modern culture that prepares quality human resources. The formation of madrasa committees in each madrasah unit provides the impetus for better management, even though the madrasa committee is still not functioning optimally. The madrasa committee management factor is the government's focus on maintaining the quality of education as stipulated in the Regulation of the Minister of Religion Number 16 of 2020. The madrasa committee becomes independent, professional, and modern to maintain and improve the quality of education. This study aimed to analyze the role of madrasa committee management on the quality of education. The research uses quantitative methods, and the object of research is State Madrasah in Banten Province. The magnitude of the role of madrasah committee management on the quality of education is 82.4%, indicating that madrasah management can maintain the quality of education specified. In contrast, madrasah policy planning and budgeting are dominant in madrasah committee management. The implication is that the madrasah's efforts to support the maximum implementation of the duties and functions of the madrasah committee and training efforts for the madrasah committee.

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Cai, Ru, und Xinping Zhang. „An Empirical Study on the Impact of Individual Local Political Elites and Decision-Making Collective on Educational Fiscal Expenditure in China“. Best Evidence in Chinese Education 7, Nr. 2 (30.03.2021): 961–85. http://dx.doi.org/10.15354/bece.21.or023.

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Under the current decentralization system in China, individual characteristics of the local political elites and collective characteristics of the standing committees of the local party have an impact on local education fiscal policy. Yet published research on the similarities and differences between the collective influence of the Standing committee and the individual influence of the political elite are lacking. To address this gap in the literature, our study discussed the impact of local political elites represented by the mayor and the secretary and the collective of standing committees of the local party on education fiscal expenditure. We construct multiple regression models and analyze the R2 Change of variables is based on the cross-sectional data from 2015 of 283 prefecture-level administrative units in China. We find that both political elites and the standing committees have significant impacts on fiscal expenditure in education, and that the influence of the latter is greater than that of the former. The effect of individual characteristics and collective characteristics on education fiscal expenditure is not completely consistent across prefectures. China's prefectural governments implement China's unique principle of democratic centralism when they make decisions on local spending for education and the collective decision-making under the leadership of the committee plays an important role in education fiscal expenditure. Based on this, we put forward policy suggestions to further develop the principle of democratic centralism and to optimize optimizing the local government education supply and evaluation mechanism.

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Kurniawan, Asep, und Diding Nurdin. „The collapse of democratic principles in implementing school-based management in Islamic elementary schools during the COVID-19 pandemic“. International Journal of Education and Practice 11, Nr. 2 (14.02.2023): 180–93. http://dx.doi.org/10.18488/61.v11i2.3290.

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During the COVID-19 pandemic, abnormal conditions potentially lessened community partnerships in school-based management (SBM), such as democratic erosion at the decision-making or policy-making levels at school. To address these issues, this study aimed at investigating the implementation of SBM at an Islamic elementary school in Indonesia. In this study, a mixed-method research design was used, with 510 participants surveyed for quantitative data and 50 participants interviewed for qualitative data. During the pandemic, it was discovered that SBM did not perform as expected. Moreover, school principals had to make a majority of important decisions regarding the organization of school activities. They were also in charge of putting decisions and policies into action. These findings indicate that democratic principles were violated in the implementation of SBM during the pandemic. In other words, the principals and school committee partnership did not run well since the headmaster dominated the policy making on any activities without considering the voice of the school committee. Through these findings, it can be recommended that the government conduct a comprehensive evaluation of the implementation of SBM at the Islamic school level during the pandemic, and bring together principals and school committees in intense joint meetings.

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Kim, SangCheol, Wei Wei und YoungHyeo Joo. „A Study on the Policy Agenda Setting and Policy Decision-Making Process of the ‘Double Reduction’ Policy in China using Kingdon’s Multiple Streams Model“. Korea Society Of The Politics Of Education 31, Nr. 1 (31.03.2024): 55–87. http://dx.doi.org/10.52183/kspe.2024.31.1.55.

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This study aimed to analyze the policy formation process of the ‘Double Reduction’ Policy (DRP) based on Kingdon’s multiple streams model. As a result of the study, the problems stream refers to the problem of inequity in education, heavy homework burden and overheated extracurricular education destroying the educational order, leading to social problems and becoming a national issue. In order to solve these problems, the government and educational experts discussed, revised, and reunited countermeasures and previous policies and created policy alternatives. The politics stream is the core variable, which solves the academic burden problem in the education reform process through factors such as national emotions and changes in national educational development concepts. The educational development concept of “strengthening moral education and cultivating people” and maintaining educational equity have strongly impacted on the derivation, development, and transformation of policies to reduce student burden. A significant opportunity to create a “policy window” by combining the above three streams was realized through the combination of national ‘Two Sessions’ in 2021 and the opening of the 19th meeting of the comprehensively deepening reform Committee on May 21, 2021. The policy intention to reform school education and regulating off after-school educational training was raised as a policy agenda, and the DRP was eventually formed.

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Dissertationen zum Thema "Committee on Educational Policy"

Groom, Ileetha Brooks. „SOCIAL PROMOTION OR RETENTION? FACTORS THAT INFLUENCE COMMITTEE DECISIONS“. NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-12182009-095630/.

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The purpose of the research presented here is to identify which factors school level practitioners consider in deciding whether to retain or promote a student and to ascertain their knowledge of and training in retention research. This research illuminates the process of determining which students are promoted and which are retained, and the results will generate a theory that school administrators may use to establish policies and guidelines to assist promotionâretention committees in better serving students below grade level.

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Birch, Rhiannon. „The policy work of the National Committee of Inquiry into Higher Education in the United Kingdom (the Dearing Committee, 1996-97)“. Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19280/.

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Appointed with bi-partisan support in the context of a funding crisis, the National Committee of Inquiry into Higher Education (the Dearing Inquiry) was asked to make recommendations to a new UK Government in the summer of 1997. Employed to tackle complex, difficult and controversial questions, national committees have been a favoured policy instrument in the British tradition. They represent an independent, expert, consultative and deliberative policy process. The thesis is a study of the policy work undertaken by the Dearing Inquiry. Policy work is the totality of people, methods, activities and processes deployed by a national committee to meet its terms of reference and the expectations of ministers and politicians. Based on a systematic analysis of archival documents, an account is given of how the Inquiry approached its work, how evidence was collected and weighed, how expertise was used, and where, when and how these sources informed the National Committee. The main argument of the thesis is that, while external commentary focused on specific issues, the larger purpose of the Inquiry was to equip higher education with the architecture for a post-binary mass phase of development and that in completing its work the Committee undertook a process of codification. The findings highlight three key features. First, the Inquiry demonstrates common features of the National Inquiry form of policy-making, being organised using a hierarchy of groups which developed collective views informed by evidence. Second, the Inquiry demonstrates the adaptability of national inquiries. The Committee supplemented existing data and reports with commissioned research, including a significant national consultation exercise, and sought stakeholder views to inform recommendations. Third, the effectiveness of a national inquiry depends on participating actors. A small group within the Committee provided direction and momentum while the Chair and Secretariat provided coherence, ensuring that the Inquiry met its reporting deadline.

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Gerbensky, Kerber Anne E. „Organizing for Health: A Poststructural Feminist and Narrative Analysis of a School Health Committee“. Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1311776134.

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Douglas, Anne. „The significance of James Bay Cree cultural values and practices in school committee policy-making : a documentary study“. Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59542.

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This documentary study sought to determine the relevance of the James Bay Cree's cultural values and practices to their policy-making process as school committee members. The Cree's formal school system, for which they have full responsibility, is based on the values and practices of non-native society.
Using the historical method, both primary and secondary sources were searched for relevant information concerning Cree culture and its distinguishing characteristics. Evidence of a distinct egalitarian society, practicing consensus, reciprocity and communal land use was found. Sources also indicated the continuing existence and adaptability of Cree values and practices despite prolonged interaction with non-native society.
This thesis proposes that these cultural values and practices predispose the Cree to be effective school committee members. The study provides data for a possible future ethnographic study of Cree school committee participation. Further research could also focus on the policy-making process required of Cree school board members.

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Ade-Ojo, Gordon O. „Significant factors and events in the evolution of adult literacy policy and practice from the 1970s to the Moser Committee“. Thesis, University of Greenwich, 2008. http://gala.gre.ac.uk/6088/.

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This study was designed to trace the significant factors that informed the evolution of adult literacy policy from the 1970s to 2000. The study proceeded on the premise that factors have continued to change not only because of the changing social environment but also in line with developments within overarching educational policies. The study, with a focus on process rather than product analysis, established a preference for the qualitative approach to research on the basis of its alignment to the social theory of literacy and employed methods including interviews, electronic questionnaire and documentary analysis, to collect data at three levels. The first consisted of as many members of the Moser Committee as would consent to being interviewed (8). A second group of ten individuals who were practitioners in the 1970s and 1980s, but who now have different roles ranging from involvement in research to management, were also interviewed. Lastly, data were collected through the use of an online questionnaire which was based on 65 responses from current practitioners to find their perception of the impact of policy on practice. The study establishes that influential factors in the evolution of policy changed from the themes of entitlement and social responsibility which were dominant up to the mid-1970s, to the themes of the economy, the labour market and international competitiveness from the late 1980s onwards. These latter themes were found to be particularly significant in the deliberations of the Moser Committee which produced the most recent strategy on adult literacy. Also, the study confirmed that a focus on UK-wide perceived skills needs rather than the needs of individual learners was primary in the deliberations of the Moser Committee. Furthermore, it identified conflicting allegiances among members of the Moser Committee and that the SfL agenda the Committee produced was a product of compromises on many aspects of the Committee’s deliberations. Finally, the study recorded that a majority of practitioners responding to the questionnaire held negative perceptions of the agenda and that, like some members of the committee, they compromised their paradigmatic inclinations in implementing the dictates of the SfL agenda. The study concludes that literacy policy after the mid- 1970s was largely informed by a perception that poor literacy was the cause and remedy of social dysfunctions rather than being just a symptom of them. Finally, the study makes a number of recommendations to practitioners, policy makers, awarding bodies for literacy qualifications and teacher trainers. Central to these recommendations is the development of literacy curricula for specific purposes.

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Horst, Deena L. „Understanding the influence of lobbying on decisions made by the Kansas House Education Committee, 1995 - 2006“. Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1355.

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Braat, Christopher J. „Perceptions of Two Educational Technology Standards: A Case Study of an Ohio Urban K-12 School District“. Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1257300199.

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Thesis (Ph.D.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on Dec. 15, 2009). Includes bibliographical references (p. 67-76). Available online via the OhioLINK ETD Center and also available in print.

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Frank, Adam Harrison. „Inclusive Deliberation (ID): A Case Study Of How Teachers Experience The Decision-Making Process For Change Initiatives Within A School Committee“. Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1573900707645968.

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Jewison, Deborah. „Policy and practice : design education in England from 1837-1992, with particular reference to furniture courses at Birmingham, Leicester and the Royal College of Art“. Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/11390.

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This thesis is an examination of policy-making and practice in design education in England from 1837-1992. It takes a longue durée approach to the history of the development of design education to provide a new narrative which shows a pattern of recurring debates concerning the purpose of design education and how it should be taught. Using the curricula of furniture design courses at three art schools to illustrate the way policy was put into practice, this thesis argues that historical context is key to understanding why debates regarding the way designers should be trained for industry have recurred since 1837. Based on a wide variety of primary source material the thesis contributes to historiography by extending the scope of previous histories of art and design education, and also, for the first time, focuses solely on the development of design education, whilst acknowledging its place in the wider development of art and design education. Following the introduction, chapter two of this thesis examines the events which led to the 1835-6 Select Committee and argues that many of the issues raised during the Committee influenced the teaching of design education through the remainder of the nineteenth century; this is further demonstrated through chapter three. Charting the development of design education into the twentieth century through chapters four, five and six, this thesis shows that changing historical contexts, such as the development of industrial methods or wider changes in higher education, have also had an impact on design education. In the light of changing historical contexts, policy makers for design education have continually questioned what design students should be taught and how they should be taught, which accounts, in part, for the recurring nature of debates in design education.

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Spencer, Christopher. „Committee decisions and monetary policy“. Thesis, University of Surrey, 2005. http://epubs.surrey.ac.uk/843286/.

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Economic theory typically assumes that monetary policy is set by a single policy-maker. However, the reality of monetary policy decision-making is very different. Monetary Policy Committees (MPCs) are responsible for setting the short-term interest rate in most countries across the world, and up until very recently, economists paid little serious attention to this fact. In light of this finding, this thesis (i) addresses the current dissonance between the theory and reality of monetary policy decision making and (ii) assesses the empirical evidence on monetary policy committee voting, with emphasis on the voting behaviour of Bank of England MPC members. The thesis contains four core chapters. In Chapter 3 I extend the game-theoretic literature on jury decision making to include the case of a monetary policy committee faced with making a binary choice under simple majority rule. I gauge the extent to which decision outcomes are a function of the amount of effort put into the decisions by individual members when paying attention is not costless. The game builds on Mukhopadhaya (2003), and is of the 'contribution' variety proposed by Rasmusen (2001).In Chapter 4 I present a boundedly-rational model of how monetary policy committees are able to reach decisions on the interest-rate. I draw upon Morris DeGroot's (1974) characterization of consensus formation in groups and DeMarzo, Vayanos and Zweibel's (2003) notion of persuasion bias. Monetary policy committees are shown to reach agreement even when the views its members are initially diverse. The model potentially explains the stylised facts of how members of the United States Federal Open Market Committee, European Central Bank Governing Council and Bank of England Monetary Policy Committee reach a decision on the interest-rate. Chapters 5 and 6 constitute empirical analyses of MPC voting behaviour, and investigate the voting behaviour of members of the Bank of England Monetary Policy Committee over the first five years of its being. This encompasses the entire spell for which the MPC was chaired by Sir Edward George. Using voting data obtained from Minutes of meetings, I show that as a group, internally appointed MPC members (insiders) on average prefer lower interest rates than external appointees (outsiders). Ordered logit analysis demonstrates that insiders and outsiders are motivated by different concerns when setting interest rates. Asymmetric policy preferences exist for the two groups. Insiders are found to dissents significantly less often than outsiders, with the majority of dissents cast by the former group being on the side of tightness. For outsiders, the reverse is shown to be true, with the majority of dissents being for looser policy.

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Bücher zum Thema "Committee on Educational Policy"

Classroom Issues Committee (Nfld.). Report to the Social Policy Committee of the Provincial Cabinet. [St. John's, Nfld.?]: Classroom Issues Committee, 1995.

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New Jersey. Legislature. Joint Committee on the Public Schools. Abbott Subcommittee. Committee meeting of Joint Committee on the Public Schools, Abbott Subcommittee: Early childhood education. Trenton, N.J. [(PO Box 068, Trenton 08625)]: The Subcommittee, 1999.

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Ontario. Ministry of Northern Development and Mines, Hrsg. Final report and recommendations of the Committee on Ontario's future mining educational needs. [Toronto]: Ministry of Northern Development and Mines, 1987.

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New Jersey. Legislature. Joint Committee on the Public Schools. Abbott Subcommittee. Subcommittee meeting of Joint Committee on the Public Schools, Abbott Subcommittee: Testimony on statewide preschool expansion : [October 14, 2008, Jersey City]. Trenton, N.J: Office of Legislative Services, Public Information Office, Hearing Unit, 2008.

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Ontario Catholic school Trustees' Association. Submission to the Standing Committee on Justice & Social Policy re: Bill 74, Education accountability Act, 2000. Toronto, ON: OCSTA, 2000.

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New Jersey. Legislature. Joint Committee on the Public Schools. Abbott Subcommittee. Committee meeting of Joint Committee on the Public Schools, Abbott Subcommittee: Testimony from the education field on the achievement gap. Trenton, N.J. (118 West State St., Trenton 08625-0068): The Committee, 2001.

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Opportunities, United States Congress House Committee on Economic and Educational. Hearing on the proper federal role in education policy: Hearing before the Committee on Economic and Educational Opportunities, House of Representatives, One Hundred Fourth Congress, first session, hearing held in Washington, DC, January 12, 1995. Washington: U.S. G.P.O., 1995.

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United States. Congress. House. Committee on Economic and Educational Opportunities. Hearing on the proper federal role in education policy: Hearing before the Committee on Economic and Educational Opportunities, House of Representatives, One Hundred Fourth Congress, first session, hearing held in Washington, DC, January 12, 1995. Washington: U.S. G.P.O., 1995.

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Buchteile zum Thema "Committee on Educational Policy"

Kallunki, Jarmo, Jaakko Kauko und Oren Pizmony-Levy. „Finland’s Ministry of Education and Culture in the Light of Its Working Groups“. In Finland’s Famous Education System, 35–50. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_3.

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AbstractThe Ministry of Education and Culture (MEC) has traditionally been considered as the most central actor and the powerhouse in the education policy field in Finland. While the position of the MEC in the Finnish education policy system seems stable, there have been several organisational changes within the MEC over the past three decades. One of these is the disintegration of the committee system and its replacement by the working groups system, a trend that is part of a more general change from governing to governance since the 1990s. In this chapter we analyse data containing the MEC’s working groups and their members with social network analysis in order to understand the ways in which the working group system affects the MEC and its operation. Our analysis suggests that the MEC is organised rather strongly by departments: early childhood and general education, vocational education and training, higher education and research, culture and arts, and youth and sports. Analysing the network through the individual working group members we observed that, in addition to public officials, individuals representing interest organisations such as labour and trade unions were important links between the working groups.

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St. John, Edward P., und Feven Girmay. „Educational Policy“. In Detroit School Reform in Comparative Contexts, 57–81. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19011-8_3.

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Altman, Jake. „The Revolutionary Policy Committee“. In Socialism before Sanders, 53–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17176-6_4.

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Nichols, Sharon L. „Educational Psychology and Educational Policy“. In Handbook of Educational Psychology, 162–88. 4. Aufl. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780429433726-10.

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Lagotte, Brian W., und Quentin Wheeler-Bell. „Dominating Educational Policy“. In Neoliberalizing Educational Reform, 79–98. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-977-7_4.

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Moran, Alan. „Educational Policy Perspective“. In Digital Identity Management in Formal Education, 29–59. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003133070-2.

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Clauset, Karl H., und Alan K. Gaynor. „Educational Policy Analysis“. In Analysis of Dynamic Psychological Systems, 303–25. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4615-6440-9_12.

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Warde, Bryan. „Educational Inequality“. In Inequality in U.S. Social Policy, 273–300. 2. Aufl. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003023708-11.

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Dolan, Chris. „Paradoxes of Neoliberal Policy“. In Educational Leadership Theory, 149–76. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3086-9_7.

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Bridges, David. „Educational Research and Policy“. In Philosophy in Educational Research, 93–115. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49212-4_6.

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Konferenzberichte zum Thema "Committee on Educational Policy"

ГРАДИНАРЬ, Оксана, und Мариана ПЭДУРЯК. „Теоретические рекомендации по организации и работе комиссии по этике на уровне учреждения профессионально-технического образования“. In Educația în contextul provocărilor societale: paradigme, inovații, transfer tehnologic. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.17-11-2023.p201-207.

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The article is devoted to professional ethics, which is observed by the teaching staff of a vocational educational institution. Are listed the documents that define an effective ethical policy in the educational process. It has been established that the Ethics Commission monitors the observance of the Code of Professional Ethics of Teachers in the Vocational Education Institution. Is proposed a tentative plan for the activities of the ethics committee for the current year.

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GUEROUAOUI, Youssef. „THE REALITY OF EDUCATIONAL SCIENTIFIC RESEARCH IN REGIONAL CENTERS OF EDUCATION AND TRAINING PROFESSIONS AND THE MECHANISMS FOR ITS DEVELOPMENT“. In 2. IJHER-International Congress of Humanities and Educational Research. Rimar Academy, 2021. http://dx.doi.org/10.47832/ijhercongress2-2.

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Educational research is only one of the areas of scientific research, or a branch of scientific research, as a careful, organized and critical attempt to address educational problems and issues of a practical nature, starting from monitoring and identifying the problem and subjecting it to the test of meditation, reflection and diagnosis in order to reach possible and appropriate solutions to it, as educational research is a mechanism of developing the work of teachers and raising the quality of their composition and improving their classroom practices, in addition to contributing to the drawing of educational policy, and providing information And the data needed for educational decision-making... If the educational research has all these and other advantages, we find that the ministry of the guardian of the national education sector in the Kingdom of Morocco did not give him the status that befits him, and the result was the emergence of an educational crisis in our country, where our educational system occupied very low ranks as will come later, which made king Mohammed VI Nasrallah warn of the seriousness of the crisis in his historic speech 20 August 2013.This was recently revealed by the Development Model Committee in April 2021. The Ministry has recently been alerted to the importance of educational scientific research in addressing this educational crisis and has issued some regulations and legislation to encourage it. Despite the state's efforts in this area, the meditator of the educational research situation in the various research centers in our country, as in other Arab countries, notes that there are many obstacles and difficulties in it and limit its performance of its expected role. From this point of view, this modest study came to shed more light on the reality of educational research in the regional centers of the professions of education and training, focusing on the most important difficulties facing it, hoping to find appropriate solutions to this situation in order to build a new Moroccan school that responds to the expectations of society and looks forward to its development prospects. From God, we derive help, conciliation and payment. Key words: Educational Research, Scientific Research, Regional Centers For Education And Training Professions.

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Biktimirov, Marat R. „Knowledge economy and digital bureaucracy. What do experts discuss?“ In Twenty Fourth International Conference "Information technologies, computer systems and publications for libraries". Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-231-9-2020-14-18.

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The problems discussed at the sessions of the Expert Board for Knowledge Economy Management and the Expert Board for Debureaucratization in Education and Science of the State Duma Committee for Education and Science are reviewed. New challenges of swollen digital bureaucracy, distance work modes and need for verified expertize call for shaping appropriate national policy, are discussed. The focus is made on efficiency of administration in education and science at the stage of digital transformation.

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Butler, Tom. „A Case Study of Social and Corporate Responsibility in Bridging the Digital Divide“. In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2450.

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Being on the wrong side of the digital divide limits the life chances of the socially excluded, who have had neither the wherewithal nor the opportunity to obtain highly paid, skilled positions in IT. Irish policy makers see education as the solution to this problem. However, providing institutional support for third level education in IT for the socially disadvantaged poses significant challenges. This paper describes these problems and explains how they were overcome in implementing an undergraduate university course. This diploma course has been an unqualified success has achieved its objectives and those of the policy makers who instituted it. However, what made it so was the commitment of concerned stakeholders, from members of the executive steering committee who developed and implemented the course, to the lecturers who delivered it, and the students who participated in it.

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Kovacheva, Ralitsa. „Disinformation on COVID‐19 and the war in Ukraine: shared narratives and channels of distribution“. In COMMUNICATION AND MEDIA OF THE 21ST CENTURY: EDUCATIONAL AND PROFESSIONAL CHALLENGES. Faculty of Journalism and Mass Communication, 2023. http://dx.doi.org/10.60060/eira4367.

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The article studies some of the leading disinformation narratives on COVID‐19 and the war in Ukraine (2021-2022) and their dissemination channels. The study proves that the same disinformation narratives have been used to oppose the COVID‐19 restrictions and vaccines and justify Russian aggression in Ukraine. The research focuses on three leading narratives: genocide/crimes against humanity committed, the policy of nazism/fascism conducted by the authorities, and biological weapons used/experiments performed on people. The study finds that the same actors spread disinformation on both issues using mainly, but not only, social media. The main focus of the dissemination study is on Bulgaria and Central and Eastern Europe, but it also includes examples from other EU countries. Although the official Russian state propaganda pushes these narratives, we find local adjustments and specifics due to specific motivations behind using these narratives. The findings are based on the research provided by six organisations: EUvsDisinfo, EU Disinfo Lab, European Digital Media Observatory (EDMO), #CoronaVirusFacts Alliance, SCIENCE + and Factcheck.bg.

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MAXIM, Vasile, und Oleg BUGA. „The negative impact of the czarist and soviet empire regime on the cultural-religious heritage of Bassarabia“. In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p142-144.

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This paper highlights the disastrous impact of the Tsarist and Soviet regime on the religious cultural heritage of Bessarabia. It essentially removes the negative impact on the ethno-cultural and educational system, through the policy of forced Russification of the indigenous population. The atrocities committed are elucidated by the destruction of cultural objects as well as religious edifices and their transformation into social-sports objectives, psychiatric hospitals, agricultural warehouses, wine-wine and painting exhibition halls, etc. Atheistic politics left its negative mark by marginalizing those who resisted the phenomenon at risk of being executed or sentenced to years of imprisonment. Not only the church faces fell under this incidence, but also the population who resisted hard to save the cult objectives. A telling example serves the oppression of the population who resisted not to allow the closure of the Răciula Monastery (which took place in the late 50 th century). XX, ) with negative social repercussions resulting in loss of life and massive deportations and long-term detentions.

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Leach, James, und Kristin Nelson. „Informed Forms: Introducing Climate Response into the Early Design Studio“. In 2020 ACSA Fall Conference. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.aia.fallintercarbon.20.8.

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In an October 2017 article in Architect Magazine, editor Ned Cramer identified climate change as “the fundamental design problem of our time.”1 In the same article, he described the considerable impact – nearly 40% of annual world carbon emissions2 – that buildings contribute to this problem, and called for change in the industry. In February of 2019, the American Institute of Architects (AIA) publicly endorsed the Green New Deal, and in September, the AIA board ratified Resolution 19-11, referred to as The Big Move, which “declares an urgent imperative for carbon reduction.”3 This resolution also advances the development of the Awards Common Application, which will require the disclosure of building energy performance metrics, and will use the Committee on the Environment Top Ten Measures for ethical and responsible design, in the consideration of all AIA Design Excellence Awards submittals.4 These policy developments indicate a recognition within the architecture industry of the necessity to mainstream climate action and zero-carbon design. More recently, the 2020 National Architectural Accrediting Boards (NAAB) Conditions for Accreditation emphasize the same responsibility for educational institutions, identifying “Ecological Knowledge and Responsibility” as a key criteria of program evaluation (PC.3).5 This is reinforced by the addition of the requirements that student work demonstrate “the ability to make design decisions” while considering “the measurable environmental impacts” and “the measurable outcomes of building performance” within the framework of a successful architectural design project.

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Leach, James, und Kristin Nelson. „Informed Forms: Introducing Climate Response into the Early Design Studio“. In AIA/ACSA Intersections Conference. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.aia.fallintercarbon.20.08.

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In an October 2017 article in Architect Magazine, editor Ned Cramer identified climate change as “the fundamental design problem of our time.”1 In the same article, he described the considerable impact – nearly 40% of annual world carbon emissions2 – that buildings contribute to this problem, and called for change in the industry. In February of 2019, the American Institute of Architects (AIA) publicly endorsed the Green New Deal, and in September, the AIA board ratified Resolution 19-11, referred to as The Big Move, which “declares an urgent imperative for carbon reduction.”3 This resolution also advances the development of the Awards Common Application, which will require the disclosure of building energy performance metrics, and will use the Committee on the Environment Top Ten Measures for ethical and responsible design, in the consideration of all AIA Design Excellence Awards submittals.4 These policy developments indicate a recognition within the architecture industry of the necessity to mainstream climate action and zero-carbon design. More recently, the 2020 National Architectural Accrediting Boards (NAAB) Conditions for Accreditation emphasize the same responsibility for educational institutions, identifying “Ecological Knowledge and Responsibility” as a key criteria of program evaluation (PC.3).5 This is reinforced by the addi- tion of the requirements that student work demonstrate “the ability to make design decisions” while considering “the measurable environmental impacts” and “the measurable outcomes of building performance” within the framework of a successful architectural design project.

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„Innovative Teaching of the Course "Policy and Policy" in Colleges and Universities“. In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000944.

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„Organizing Committee“. In 2021 International Symposium on Educational Technology (ISET). IEEE, 2021. http://dx.doi.org/10.1109/iset52350.2021.00006.

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Berichte der Organisationen zum Thema "Committee on Educational Policy"

Khvostina, Inesa. Proceedings of the 2019 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019). Herausgegeben von Liliana Horal, Vladimir Soloviev und Andriy Matviychuk. Atlantis Press, 2019. http://dx.doi.org/10.31812/123456789/3614.

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The Ivano-Frankivsk National Technical University of Oil and Gas will hold the 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019: http://mdsmes.nung.edu.ua/), which will take place on October 24-25, 2019 in Ivano-Frankivsk National Technical University of Oil and Gas, Ivano-Frankivsk and Polyanytsia village (TC Bukovel), Ukraine. The purpose of the Conference is to exchange the experience and share the results of the scientific research, generalization and development of policy recommendations based on the strategic management of economic systems as well as development partnerships for the future collaboration. This conference provides opportunities for the different areas delegates to exchange new ideas and application experiences face to face, to establish business or research relations and to find global partners for future collaboration. We hope that the conference results constituted a significant contribution to the knowledge in these up-to-date scientific fields. We invite scientists, practitioners, teachers of educational institutions, doctoral students and graduate students to participate in the conference. The Organizing committee would like to express our sincere appreciation to everybody who has contributed to the conference. Heartfelt thanks are due to authors, reviewers, participants and to all the team of organizers for their support and enthusiasm which granted success to the conference. Hopefully, all participants and other interested readers benefit scientifically from the proceedings. We look forward to seeing you in the MDSMES 2019. We hope that this conference will be an annual event so we look forward to seeing you at MDSMES 2020. The Organizing Committee of MDSMES 2019

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Cialella, A., M. Jensen, A. Koontz, S. McFarlane, R. McCoy, J. Monroe, G. Palanisamy, R. Perez und C. Sivaraman. ARM Standards Policy Committee Report. Office of Scientific and Technical Information (OSTI), September 2012. http://dx.doi.org/10.2172/1052590.

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de Figueiredo, John. Committee Jurisdiction, Congressional Behavior and Policy Outcomes. Cambridge, MA: National Bureau of Economic Research, Juni 2011. http://dx.doi.org/10.3386/w17171.

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Grossman, Herschel, und Minseong Kim. Human Capital and Predation: A Positive Theory of Educational Policy. Cambridge, MA: National Bureau of Economic Research, Februar 1998. http://dx.doi.org/10.3386/w6403.

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Lang, Kevin. Does the Human-Capital/Educational-Sorting Debate Matter for Development Policy? Cambridge, MA: National Bureau of Economic Research, April 1992. http://dx.doi.org/10.3386/w4052.

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Stefanski, R., D. Anderson, S. Childress, R. Coleman, H. E. Fisk, P. Garbincius, S. Holmes et al. Report of the Ad Hoc Committee on Test Beam Policy. Office of Scientific and Technical Information (OSTI), März 1989. http://dx.doi.org/10.2172/5843747.

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Ketcheson, Kathi. Organizational Responses to Educational Telecommunications Policy in Three States: Oregon, Colorado, and Utah. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1235.

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Young, A. L. CIRRPC: Committee on Interagency Radiation Research and Policy Coordination. Eighth annual report. Office of Scientific and Technical Information (OSTI), Dezember 1992. http://dx.doi.org/10.2172/204725.

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Young, A. L. Committee on Interagency Radiation Research and Policy Coordination (CIRRPC). Seventh annual report. Office of Scientific and Technical Information (OSTI), Juni 1991. http://dx.doi.org/10.2172/207439.

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Vos, Rob. Educational Indicators: What's to Be Measured? Inter-American Development Bank, Januar 1996. http://dx.doi.org/10.18235/0011588.

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Currently, numerous strategies and new initiatives for improving quality of schooling at the primary and secondary levels are being considered and implemented, with strong support from multilateral agencies, including the World Bank and the IDB. These initiatives include increasing availability and quality of teaching materials, in-service training of teachers, improvement of teaching methods, supply of subsidized breakfast and lunches at school, etc. There is little dispute these are important and necessary interventions. However, the design, monitoring and evaluation of the cost-effectiveness of these programs and of the educational sector in general is hampered by persistent deficiencies in the quality and timely availability of educational statistics. The objective of the present paper is to provide a framework for the identification of relevant educational indicators. Which are relevant types of information depends on what one wishes to analyze for which policy need. Accordingly, the paper conceptualizes two typologies. The first identifies different types of operational educational indicators, distinguishing between input, access, output and outcome indicators to show that an appropriate information system requires to cover the whole process from supplying educational services, demand factors and accessibility, to results in terms of educational performance and externalities derived from enhanced human capital formation. The second typology distinguishes various types of policy-relevant analysis, such as the assessment of educational performance and needs, cost-effectiveness analysis of educational programs, impact evaluation and assessment of externalities. The informational needs in terms of indicators are specified for each type of policy analysis. The paper concludes with a specification of priority needs in data improvement.

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