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1
Walzer, Michael. "Moral Education, Democratic Citizenship, and Religious Authority." Journal of Law, Religion and State 1, no. 1 (2012): 5–15. http://dx.doi.org/10.1163/221248112x638172.
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I have two purposes in this essay: first, to argue that morality forms a central part of a liberal education and to say something about how it is properly taught; second, to argue more specifically that the moral virtues required by democratic citizenship, and the rights and obligations that citizenship entails, should figure in school curricula, and then to consider the conflicts with religious authority that this is sure to produce.
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Widyastuti, Ary, Kismartini Kismartini, and Retno Sunu Astuti. "Tinjauan Pengalihan Kewenangan Guru Tidak Tetap/ Pegawai Tidak Tetap (GTT/PTT) Pendidikan Menengah dari Pemerintah Kabupaten/Kota Ke Pemerintah Provinsi Jawa Tengah." NeoRespublica : Jurnal Ilmu Pemerintahan 2, no. 1 (October 27, 2020): 23. http://dx.doi.org/10.52423/neores.v2i1.14510.
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The transfer of authority for the management of secondary education from Regency/Municipal Governments to the Central Java Provincial Government has had a huge impact on Temporary Teachers (GTT), and Temporary Employees (PTT), including employment status and welfare, which were previously the responsibility of the Regency/Municipal Government to Provincial Government’s purpose of this study is to describe and analyze the transfer of authority to manage secondary education GTT and PTT from the Regency/Municipal Government to Provincial Government and the factors that influence this transfer of authority. This research method is a qualitative descriptive study with data collection techniques through interviews, observation, and documentation. The results showed that the transfer of authority for the management of secondary education Regency/Municipal Government to the Central Jawa Government was implemented properly. The factors that influence include an adequate number of implementers and appropriate competence, availability of budget, availability of supporting equipment and technology but due to the large range of control of the Central Java Province Education and Culture Office in administrative service, the management of GTT and PTT is not optimal. Keywords: Decentralization of education, Transfer authority, GTT, PTT
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Andrea, Danetta Leoni. "Hubungan Kewenangan Pusat dan Daerah dalam Penyelenggaraan Otonomi Daerah Di Bidang Pendidikan Berdasarkan Undang-Undang Nomor 23 Tahun 2014 Tentang Pemerintahan Daerah." Kosmik Hukum 20, no. 2 (August 22, 2020): 73. http://dx.doi.org/10.30595/kosmikhukum.v20i2.7156.
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The existence of the autonomous region gave birth to the relationship of authority between the Central Government with the regions. In this case, the relationship between the central authorities and the region will be discussed by the author is more specialize into the relationship of the authority in the field of education. Given that national education systems have an important role in feeding the nation of Indonesia considering also that at this time has entered the era of globalization, then the necessary higher education human resources capable of generating Indonesia quality in order to compete internationally. The existence of a connection between the central area can be seen from the governmental Affairs Division in the field of education which includes the management of education, curriculum, accreditation, educators and educational personnel, licensing education, as well as in terms of discussion and literature. As for the research methods used by the author is the juridical normative research, where the source of the data used is to use instrument-legal instruments related to local governance and National education systems as well as by using the results of the study of librarianship.Keywords: Education, The Relationship Of Authority, Regional Autonomy, Central Government, Regional Government.
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Langer-Osuna, Jennifer M. "Exploring the central role of student authority relations in collaborative mathematics." ZDM 50, no. 6 (July 19, 2018): 1077–87. http://dx.doi.org/10.1007/s11858-018-0965-x.
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Nunik, Retno H., and Yuwanto. "Regional Autonomy Dynamics in The Reformation Era: Transitioning the Authority of Environment Policies in Central Java Province." E3S Web of Conferences 73 (2018): 09001. http://dx.doi.org/10.1051/e3sconf/20187309001.
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Based on Law 23 of 2014 on Regional Government, there is a change in the distribution of affairs in the management of education. Secondary education (SMA / SMK) previously administered by regency / municipality government based on the law is the authority of its management to switch to provincial government. This article will discuss how the process of execution of transfer of authority of secondary education from regency / municipality government to Central Java Provincial Government. Using qualitative research, this article will provide a critical analytical understanding of the transition process or the delegation of secondary education authorities in the areas of Asset, Human Resources (HR) and Finance from the Regency / City government to the Provincial Government in Central Java. The research findings show that the delegation of authority at the level of the Provincial Government actually makes the model of government farther away from idealism to provide services closer to the community. Because the implementation of this policy impact on local government policy, which has been eliminating education for 12 years, ie from elementary school to high school. As a result of the transfer of management function to the province, now the free education policy for SMA and SMK had to stop as well as happened in Kudus, Sukoharjo, Karanganyar. The community hopes the Central Java Provincial Government still holds a commitment to free education, both for public and private schools for high school / vocational high school level. In addition, there is hope from the community for the Provincial Government to implement a commitment not to withdraw fees, levies or donations after the transfer of education authority to the Central Java provincial government.
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Tetreault, Mary Kay Thompson. "“It'S So Opinioney”." Journal of Education 168, no. 2 (April 1986): 78–95. http://dx.doi.org/10.1177/002205748616800207.
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Drawing upon classroom discussions in high school women's history courses and follow-up interviews six years later, this article addresses three central questions: “What impression does viewing our history from primarily a male perspective, with the authority of the school behind it, make on students?” “What impression does viewing our history from a female perspective, with the authority of the school behind it, make on students?” “How can a gender-balanced history help female and male students to think about the concerns they have in shaping their own lives and in judging their society?”
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Jozauska, Kristine. "TEACHER AUTHORITY IN SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 171. http://dx.doi.org/10.17770/sie2019vol2.3876.
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The purpose of education is to initiate the young into the different ways in which, over the centuries, men have organized their experience and understanding of the world. This initiation depends upon the ability of teacher to explain and inspire, and on the willingness of the young to engage in this enterprise with a proper humility. The discussion on the role of authority in knowledge development and the subject of lack of teacher's authority is in great tension. The role of the teacher has changed, authority, a fundamental part of the teaching–learning process, is a problematic and questioned by society, the media, parents and students. Due to the fact that the teacher is in the role of the manager of the class, they require power in another form, the authority to influence student behavior. This could be termed teacher authority. Power and authority are central features of teachers' work. Many studies of teachers emphasize the impact that teachers have on students. Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in modern teaching contexts.The main goal of the article is to analyze the teacher's authority and the pedagogical act in the situation of social change.
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Ruderman, Richard S., and R. Kenneth Godwin. "Liberalism and Parental Control of Education." Review of Politics 62, no. 3 (2000): 503–30. http://dx.doi.org/10.1017/s003467050004167x.
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Liberalism has always had a powerful concern with the education of its citizens. But who should exercise final authority over the education—parents or the state? The answer rests, in large part, on our understanding of the character of the self-rule or autonomy to be taught. For as “autonomy” comes to mean unpredetermined “choice,” it becomes ever more difficult to justify parental control of education. In fact, parental control, supported by the earliest liberals, is now thought to produce “ethical servility.” Liberal theorists—such as John Dewey, Amy Gutmann, and Eamonn Callan—break with thinkers like Locke and Mill in allowing the state to override parental preferences in the name of greater equality, preparation for autonomy, and democratic deliberation. We argue that taking educational authority away from parents and giving it to the state is anilliberalpolicy, meaning one that fails to abide by Locke's central distinction of political and parental power. This failure will lead both to greater ethical servility and to fewer reasonable alternatives from which autonomous individuals can choose.
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Riddle, Phyllis. "Political Authority and University Formation in Europe, 1200–1800." Sociological Perspectives 36, no. 1 (March 1993): 45–62. http://dx.doi.org/10.2307/1389441.
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Both historical analysis and data on university formation in Europe for the period 1200–1800 are used to introduce a perspective which links the organizational pattern of university foundings with the structure of political authority. Most theories of higher education cannot account for the pattern of university foundings. My political-institutional perspective interprets this pattern in the context of the relationship between knowledge and authority in Western history and connects the founding and control of a university to claims to political authority. Quantitative data suggest that universities are founded least where there is a central authority with relatively low levels of competing authority claims (e.g., England). They are founded most in highly decentralized regions characterized by many claims to sovereignty (e.g., Germany, Italy). Intermediate to high rates of foundings occur where a multiplicity of local and provincial claims to authority exist within a bureaucratic state (e.g., France, Spain).
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Massie, William. "Contemporary Catholic History." Recusant History 23, no. 2 (October 1996): 277–80. http://dx.doi.org/10.1017/s0034193200002314.
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In his new book James Arthur has chosen a title that is controversial but befits his central thesis*: Catholic schools are in crisis, under pressure from the unsympathetic secular State (to include both the Local Education Authority and central government’s Department for Education) and lacking coherent support and direction from the Catholic community (to include bishops, school trustees and governors and teachers). The author traces how this has come about but stops short of offering a detailed manifesto for how the decline might be arrested.
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Post, David. "The Massification of Education in Hong Kong: Effects on the Equality of Opportunity, 1981–1991." Sociological Perspectives 39, no. 1 (March 1996): 155–74. http://dx.doi.org/10.2307/1389347.
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Hong Kong's commitment to free schooling in the 1970s led to a massification of its formerly elite education system. Analysis of census data reveals that, consequently, family background and gender have played smaller roles in determining which children go to secondary school. There was no concomitant increase in social selection at the postsecondary level Ironically, the colonial government owed little of its legitimacy to the provision of equal opportunities for individuals. In years past, social mobility was not central to the rationale for public education. However, with the pending transfer of sovereignty to China, the weakened authority of the government has generated a need for new bases of legitimacy. It may be that guarantees of equal opportunity will emerge in attempts to bolster state authority.
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LeChasseur, Kimberly, Morgaen L. Donaldson, and Jeremy Landa. "District micropolitics during principal professional learning." Educational Management Administration & Leadership 48, no. 5 (July 31, 2019): 935–55. http://dx.doi.org/10.1177/1741143219864947.
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Principal professional learning is shifting in many districts in the United States of America away from didactic, central office-managed workshops to include more peer-led learning opportunities. Yet researchers have largely failed to examine issues of positionality and authority in principal professional learning, despite international scholarship that demonstrates the influence of micropolitics on the enactment of change. Using event analysis of a critical case study in an urban district in the northeast USA, we examine three chains of events. Principals and central office administrators used a variety of tactics – cooperation, compromise, and co-optation – to navigate overt and covert conflict during implementation of peer-led principal professional learning. Principals and central office administrators encountered micropolitics as they determined authority over the learning agenda, negotiated a redefinition of a new principal role, and co-constructed official spaces for peer-led learning. Findings provide lessons for educational leaders and those responsible for professional learning in districts with middle manager roles in any context, as well as suggesting that future research on the micropolitics of principal professional learning is warranted.
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Garipova, Rozaliya. "Muslim Female Religious Authority in Russia: How Mukhlisa Bubi Became the First Female Qāḍī in the Modern Muslim World." Die Welt des Islams 57, no. 2 (June 23, 2017): 135–61. http://dx.doi.org/10.1163/15700607-00572p01.
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On 11 May 1917, the participants of the All-Russia Muslim Congress elected a woman, Mukhlisa Bubi, as a qāḍī (a Muslim judge) to the Central Spiritual Administration of Muslims of Inner Russia and Siberia. Granting legal authority to a woman at a central religious institution was unprecedented in the Muslim world. This article explores how this election was possible in Russia and suggests that it was the outcome of several factors. First, Muslim women of the Volga-Ural region already occupied a well-established place in traditional Muslim education, and many women were part of the Islamic scholarly culture. Second, modernist (Jadīd) religious scholars and intellectuals had brought up the issue of women education and female schooling, and supported the formation of a network of young women who made new claims about women’s education, rights, and active public stance in serving the nation. Among these were Bubi’s brothers. Third, the Russian revolutionary atmosphere worked as a catalyst for promoting the claims of women activists and provided the Jadīds the opportunity to take over the authority at the Central Spiritual Administration. Finally, Mukhlisa’s election seems to be a compromise between conservative and feminist/liberal groups in the society, and seems to have therefore been acceptable to most male congress delegates.
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Herawati, Nunik Retno. "ANALISIS POLITIK ALIH KEWENANGAN PENGELOLAAN GURU SMA/SMK DARI PEMERINTAH KABUPATEN/KOTA KEPADA PEMERINTAH PROVINSI." JURNAL ILMU SOSIAL 16, no. 2 (July 18, 2018): 72. http://dx.doi.org/10.14710/jis.16.2.2017.72-93.
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Under Law 23 of 2014 on Regional Government, there is a change in the distribution of functions in the management of education. High education previously managed by district / municipality governments turned to the provincial government. This article aims to analyze teachers management before and After the transition of the high education authority of the Regency / City government to the Provincial Government of Central Java using political perspective. Decentralization system has basically opened wide opportunity for each region to play a bigger role, including in the management of teachers in the District / City. Domination of the Head of Region is very visible in the process of recruitment, selection, payroll, career development, placement, mutation and Evaluation Performance Teacher District / City. The recentralization of high education authority, especially the management of teachers at the Provincial Government level, is expected to minimize the occurrence of education politicization at the district / municipality level.
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Wilkins, David, and Vivi Antonopoulou. "Ofsted and Children’s Services: What Performance Indicators and Other Factors Are Associated with Better Inspection Results?" British Journal of Social Work 50, no. 3 (March 26, 2019): 850–67. http://dx.doi.org/10.1093/bjsw/bcy100.
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Abstract ‘Failing’ an inspection of The Office for Standards in Education, Children’s Services and Skills (Ofsted) has severe consequences on a local authority. Senior managers may lose their jobs and the workforce as a whole can be destabilised. In extreme cases, central government can decide whether the authority is no longer capable of running children’s services. On the other hand, receiving positive Ofsted judgements often brings with it a national reputation for excellence. This study reports the findings of an analysis of key performance indicators, expenditure and deprivation in relation to Ofsted inspections for eighty-seven local authorities in England undertaken between 2014 and 2016. Our aim was to examine the association between these factors and Ofsted judgements. Our findings suggest that for most of the factors we considered, there is no clear pattern of better or worse performance between local authorities with different Ofsted ratings. However, ‘good and outstanding’ authorities tend to outperform other authorities in relation to some procedural variables. By itself, the level of local authority deprivation was most clearly associated with the Ofsted rating, and expenditure was associated with the authority’s level of deprivation but not their Ofsted judgement. Comparisons are made with the concept of ‘value-added’ performance in relation to schools.
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Andjelković, Aleksandra K. "CRITICAL PEDAGOGY - MOVEMENT FOR STUDENTS VOICE, TEACHER′S AUTHORITY AND EQUALITY IN EDUCATION." Facta Universitatis, Series: Teaching, Learning and Teacher Education 1, no. 2 (February 27, 2018): 151. http://dx.doi.org/10.22190/futlte1702151a.
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Critical pedagogy has significant place among the papers of numerous researchers and theoretician of education especially in the USA. The central focus of this paper is directed to historical development of critical pedagogy, the most significant postulates and on ideas of their bearer. The starting points for considering presents the ideas of critical pedagogues as Paulo Freire and Henry Giroux, ideas of Jean Jacques Rousseau and John Dewey that are considered as forerunners of this movement, until the contemporary representatives of critical pedagogy who continued to support and develop this approach. The aim of this paper is to consider the influence of critical pedagogy and its representatives on school practice and education. It can be concluded that promoted idea, which was created and developed in critical pedagogy that education is never „sterile clean“, is impregnated with reflections of numerous political, economic and social circumstances, and it stayed as future vision to be considered by theoretician of education, pedagogues and pedagogy of future. At the end, some of the implications for modern pedagogical practice, formed by analyzing the critical pedagogy and needed to nurture in school practice are separated, those implications are developing teachers’ critical spirit and its autonomy, nurturing the quality in relations with students that induce their development and improve outcomes, the strength of the dialogue culture which respects the right to be different and which straightens the ethical responsibility of teachers that represents the basics of teachers’ identity development and building of their profession.
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Lantara, I. Wayan Nuka, and Ni Ketut Rai Kartini. "Akselerasi Program Edukasi Keuangan Melalui Kolaborasi Bank Indonesia, Lembaga Keuangan, Dan Perguruan Tinggi." Jurnal Riset Manajemen Sekolah Tinggi Ilmu Ekonomi Widya Wiwaha Program Magister Manajemen 2, no. 2 (July 22, 2015): 95–113. http://dx.doi.org/10.32477/jrm.v2i2.171.
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This study aims to investigate the possibility of acceleration of financial education programs in Indonesia, through the collaboration of the three main parties, namely: (1) the regulator (Central Bank/Financial Services Authority); (2) the practitioner (financial institutions); and (3) the academia (universities). The study employed a qualitative approach to assess the opinions of the stakeholders in the Gadjah Mada University and related financial practitioners regarding accelerated implementation of financial education programs in Indonesia, which involved interviews with 24 informants who were considered to have knowledge about the financial education program in Indonesia. The study concluded that the respondents showed a positive perception on the importance and benefits of financial education programs in Indonesia. Other findings depicted that financial education programs need to be directed at the entire community with a wider coverage range. To expedite the process, a solid collaboration needs to be made between the three main parties: (1) Central Bank/ Financial Services Authority as regulator; (2) financial institutions (practitioners and providers of financial products and services); and (3) academia (universities). In terms of the implementation of the proposed program, the collaboration of all three parties need to be directed to the selected students who will firstly be prepared to be a financial educator (by giving knowledge, education and mentoring). Selected and well-trained students are expected to be effective educator who has energy resource availability in large quantities and a more mobile and larger coverage to accelerate financial education program in Indonesia.Keywords: literacy, education, financial inclution
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Anisa Eka Ariyani, Nur, and Kismartini. "Implementation Of Conservation Policy Through The Protection Of Life Support System In The Karimunjawa National Park." E3S Web of Conferences 31 (2018): 08014. http://dx.doi.org/10.1051/e3sconf/20183108014.
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The Karimunjawa National Park as the only one marine protected area in Central Java, managed by zonation system has decreased natural resources in the form of decreasing mangrove forest area, coral cover, sea biota population such as clams and sea cucumbers. Conservation has been done by Karimunjawa National Park Authority through protection of life support system activities in order to protect the area from degradation. The objective of the research is to know the implementation of protection and security activities of Karimunjawa National Park Authority for the period of 2012 - 2016. The research was conducted by qualitative method, processing secondary data from Karimunjawa National Park Authority and interview with key informants. The results showed that protection and security activities in The Karimunjawa National Park were held with three activities: pre-emptive activities, preventive activities and repressive activities. Implementation of conservation policy through protection of life support system is influenced by factors of policy characteristic, resource factor and environmental policy factor. Implementation of conservation policy need support from various parties, not only Karimunjawa National Park Authority as the manager of the area, but also need participation of Jepara Regency, Central Java Provinces, communities, NGOs, researchers, developers and tourism actors to maintain and preserve existing biodiversity. Improving the quality of implementors through education and training activities, the availability of the state budget annually and the support of stakeholders is essential for conservation.
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Willis, Jonathan. "The Decalogue, Patriarchy and Domestic Religious Education in Reformation England." Studies in Church History 50 (2014): 199–209. http://dx.doi.org/10.1017/s0424208400001728.
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The Decalogue was central to religious education in Reformation England, but this had not always been the case. The early Christian communities sought to distance themselves from the Ten Commandments and what they saw as the legalism of the Jewish faith, while the Middle Ages saw the ascendency of a parallel moral tradition: that of the seven deadly sins. Although the Decalogue never disappeared entirely from Christian life, by the fourteenth century, the parson from Chaucer’s Canterbury Tales could remark of the Commandments that ‘so heigh a doctrine I lete to divines’. The eventual triumph of the Decalogue over the sins during the fifteenth and sixteenth centuries was enormously significant, for the Ten Commandments not only taught religious doctrine; they also conditioned personal and communal devotions and moral and ethical behavioural norms. To an unparalleled extent, the Ten Commandments engendered a sense not only of the individual’s bond with God but also of the social and familial bonds they shared with mother and father, brother and sister, master and servant, and the broader community of neighbours wherein they dwelt. This essay will argue that one unintended consequence of the increasing prominence of the Decalogue in the households of sixteenth-century England was that it not only reinforced traditional understandings of household authority: it also modified them significantly. Understandings of gender relations in early modern England have been framed in a number of different ways over the past forty years: in terms of the essential stability of the household, the tightening of patriarchal control, and even in terms of crisis. But what these approaches fail to recognize is that, while the Decalogue undoubtedly reinforced parental (and particularly patriarchal) authority, it did so by stressing in equal measure the responsibility that was also inherent in authority, and the duties of care owed by superiors to inferiors. In both senses of the word, the commandments came to constitute a new, universal ‘moral system of the west’, given authority by Scripture and ubiquity through catechesis. An important aspect of this system was a much more nuanced understanding of patriarchal responsibility than has often hitherto been recognized.
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Addi-Raccah, Audrey. "School principals’ role in the interplay between the superintendents and local education authorities." Journal of Educational Administration 53, no. 2 (April 13, 2015): 287–306. http://dx.doi.org/10.1108/jea-10-2012-0107.
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Purpose – The purpose of this paper is to probe the extent to which principals, as boundary spanners, manage with the influence of the local educational authority (LEA) and the superintendent over school matters. Design/methodology/approach – The study is based on sequential quantitative→qualitative explanatory mixed research design. It is based on a sample of 161 Hebrew elementary school principals in two school districts in Israel who completed a questionnaire and on in-depth interviews with four school principals. Findings – The findings indicated that school principals initiate assistance from the superintendent and the LEA depending on the influence they have in schools. However, they utilize their relations with each external agency differently. With the LEA, they established mutual exchange relations whereas school principals engage with the superintendent in order to negotiate more effectively with the LEA. By doing so, principals can control external agencies’ involvement in schools along with strengthening the power of the central educational authority. Originality/value – The study makes a unique contribution to the literature on school principals’ role with external agencies by revealing their navigation and balancing among the various factors that influence schools. The study highlights the agential role of school principals.
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Šukys, Saulius, Živilė Dargenė, and Diana Karanauskienė. "QUALITATIVE INVESTIGATION OF COACHES’ PERSPECTIVES ON MORAL EDUCATION IN SPORT." Baltic Journal of Sport and Health Sciences 4, no. 107 (2017): 46–56. http://dx.doi.org/10.33607/bjshs.v4i107.39.
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Background. Moral behaviour and moral education of young athletes still remain an important issue in sports context. This study was designed to examine coaches’ perspectives on moral education in sport. Methods. In this study, aiming at establishing the perspectives of coaches on the moral education of athletes in sports activities, qualitative research was selected. Primary data were collected via semi-structured interviews with nine basketball and football coaches of different experience and age. The data were analysed applying thematic analysis. Results. Thematic analysis indicated that coaches identified goals of athletes’ education as the development of athletes’ personality, motivation, the development of sports excellence and the encouragement to achieve victory. Coaches defined moral education as the development of the authority of an athlete, fair play, compliance with rules, and integrity. The most common means coaches used for moral education were explanation, discussion, lectures, meetings, personal examples, case analyses. Such means are important for athlete’s personal development, pursuit of results, and career planning. The qualities of good coach were professional knowledge, authority, competences of creating motivational climate, and also moral competences. Conclusion. A central finding of the study is that coaches define moral education in sport through the education of moral values and the goals set by coaches related not only to the sports results, but also to the development of the personality of athletes. Personal role of coaches in moral education encompassing professional knowledge and moral competences of athletes is of great importance.
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Ginsburg, Mark, Nagwa Megahed, Mohammed Elmeski, and Nobuyuki Tanaka. "Reforming Educational Governance and Management in Egypt: National and International Actors and Dynamics." education policy analysis archives 18 (March 1, 2010): 5. http://dx.doi.org/10.14507/epaa.v18n5.2010.
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This historical case study examines the rhetoric, action, and outcomes of educational policy reforms in Egypt during the first quarter-century of the presidency of Mohamed Hosni Mubarak. The findings are based on an extensive review of Egyptian government, international organization, and project documents as well as interviews with key stakeholders. The study focused on proposed and implemented changes in the organization and distribution of various governance and management functions across school/community, district/idarra, governorate/muddiriya, and national/central levels of the education system. During the period under review Egypt experienced movement though uneven toward increased decentralization, with calls for deconcentration of responsibility in 1981, Ministry of Education actions that restricted local decision-making authority in the 1990s, and some concerted efforts toward delegation and devolution of authority as well as responsibility after 2001. In terms of community participation, during this period there were calls for and actions toward implementing broader and deeper forms and degrees of involvement by parents, civil society, and businesses. We draw on the following concepts to analyze a develop an account of these developments: institutional framework, financial resources, system leaders' capacity and political will, civil society's leaders' capacity and political will, global dynamics, and the role of international organizations
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Baxter, Jacqueline. "Jacqueline Baxter talks to Gill Howland, newly appointed Chair of BELMAS." Management in Education 31, no. 1 (January 2017): 46–47. http://dx.doi.org/10.1177/0892020616685498.
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Gill is currently Chair of the British Educational Leadership, Management and Administration Society. Her personal experiences are central to her belief that education is the key to unlocking potential, both for individuals and for society as a whole. Throughout her career she has championed the right to good quality, inspirational education for all. She has always chosen to work in areas of multiple disadvantage and has a track record in working with schools, colleges and universities to improve leadership, learning and achievement. She has extensive experience in strategic leadership across the compulsory education sector as well as in further and higher education. Her leadership roles have included Local Authority Chief Education Adviser, Executive Director in two West Midlands Learning and Skills Councils and Executive Pro Vice Chancellor (Academic) in a large modern university. She has directed and engaged in various research projects, mainly in the area of 14-19 education and was a member of the (Labour) Government’s 14-19 External Advisory group. As a strong supporter of educational collaboration she has led a number of Local Authority wide collaborative developments. With extensive board experience her roles have included: Deputy Chair of CILT, the National Centre for Languages; Chair of the YMCA’s national training organisation and board member of YMCA North Staffordshire.
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Sufriadi, Sufriadi, and Sobirin Malian. "PROBLEM KEWENANGAN PEMERINTAH DAERAH DALAM PENGELOLAAN PERGURUAN TINGGI." Jurnal Yudisial 12, no. 3 (January 20, 2020): 305. http://dx.doi.org/10.29123/jy.v12i3.397.
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ABSTRAKMelalui Putusan Nomor 06/G/2015/PTUN-BNA, majelis hakim mengakui kewenangan kepada Bupati Aceh Tenggara untuk terlibat dalam pengelolaan Universitas Gunung Leuser. Padahal Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional membatasi pengelolaan perguruan tinggi hanya dapat dilakukan oleh pemerintah pusat dan masyarakat. Kajian ini berfokus pada dua hal: pertama, mengungkap konstruksi kewenangan Bupati Aceh Tenggara dalam pengelolaan Universitas Gunung Leuser berdasarkan putusan PTUN tersebut beserta masalahnya; kedua, menilai kesimpulan putusan tersebut mengenai kewenangan pemerintahan daerah dalam mengelola perguruan tinggi berdasarkan peraturan perundang-undangan. Kajian ini menggunakan metode penelitian normatif, dengan pendekatan kasus dan perundang-undangan. Hasil kajian menunjukkan adanya kekeliruan majelis hakim dalam memahami dan menerapkan Pasal 81 ayat (1) Undang-Undang Pendidikan Tinggi yang dijadikan sebagai dasar konstruksi kewenangan Bupati Aceh Tenggara dalam pengelolaan Universitas Gunung Leuser. Kesimpulan majelis hakim dalam putusan tersebut yang menyatakan pemerintah daerah berwenang dalam pengelolaan perguruan tinggi, bertentangan dengan peraturan perundang-undangan, khususnya Undang-Undang Sistem Pendidikan Nasional, Undang- Undang Pendidikan Tinggi, dan Undang-Undang Pemerintahan Daerah.Kata kunci: pengelolaan perguruan tinggi; kewenangan; pemerintahan daerah. ABSTRACT Through Decision Number 06/G/2015/PTUN-BNA, the panel of judges authorized the regent of the Southeast Aceh to be involved in the management of Gunung Leuser University although Law Number 20 of 2003 concerning the National Education System says that management of universities is under the authority of central government and community. This study consist of two purposes. First, to disclose the legal construction of regent authority in managing Gunung Leuser University based on the administrative court decision and related problems. Second, to examine the conclusion of the court decision over the authority of Southeast Aceh local government in managing Gunung Leuser University based on national legislation. This study uses a normative research method, with case and legislation approach. It indicates that the panel of judges made an error in understanding and implementing Article 81 paragraph (1) of the Law on Higher Education as the legitimate basis for the authority of the regent. The conclusion indicated that the local government was authorized in managing Gunung Leuser University was also contradicted with some regulations, particularly Laws on National Education System, Higher Education, and the Local Governance. Keywords: management of higher-education; authority; local governance.
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Akhmetova, Elmira. "Islam and the Development of Democratic Opposition in Central Asia." ICR Journal 9, no. 4 (October 16, 2018): 74–91. http://dx.doi.org/10.52282/icr.v9i4.95.
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This article provides a brief study of democracy in the five Central Asian countries, i.e. Kyrgyzstan, Kazakhstan, Uzbekistan, Tajikistan and Turkmenistan. It suggests that the expected democratisation of Central Asia failed to occur due to the regions internal conditions, which can be termed the classic colonial syndrome, in addition to several international factors. The Central Asian countries did not have the potential to find their own way in the international arena, simply maintaining their traditional Soviet way of rule under the new name of democracy. The paper also finds that the Central Asian approach to Islam at both state and individual level is a crucial tool of identity construction as well as an instrument of authority, control and suppression of political opposition. Yet, Islam played almost no role in the failure of democracy in the region. This article states that the application of instruments of democracy alone cannot make nations democratic or provide well-being and justice for the people. Democracy is about sets of values and principles aimed at achieving good governance. Thus, democracy should be considered as a tool and structure on the path of achieving societal well-being, rather than as the main objective of governance.
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Dawadi, Pratima, Aarati Sharma Bhatta, and Jayalaxmi Shakya. "Factors Associated with Postpartum Depressive Symptoms in Community of Central Nepal." Psychiatry Journal 2020 (April 6, 2020): 1–7. http://dx.doi.org/10.1155/2020/8305304.
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Background. Pregnancy and postpartum are considered as high risk periods for the emergence of psychiatric disorder. Although postpartum depressive symptoms have been associated with tragic outcome, such as maternal suicide and infanticide, it is a neglected area of mental health care in developing countries. This study was conducted to find the prevalence and factors associated with postpartum depressive symptoms. Method. A community-based cross-sectional research design was carried out after selecting the three wards of Bharatpur submetropolitan by nonprobability purposive sampling method. A total of 160 mothers in their 1 month to 12 months of postpartum period were interviewed through semistructured interview schedule and Edinburgh Postnatal Depression Scale (EPDS). Collected data were entered in Epi, data 3.1, and was exported into IBM SPSS 20 version. Results. The prevalence of depressive symptoms among postpartum mothers was 27.5%. The multivariate analysis identified two factors significantly associated with postpartum depression including respondents who had education level of ≤10 class (odds ratio AOR=3.25, P=0.03, confidence interval CI=1.10−9.58), chronic disease in their family (odds ratio AOR=3.25, P=0.01, confidence interval CI=1.19−8.16). Conclusion. More than one out of four mothers is suffering from depressive symptoms. The major factors associated with postpartum depressive symptoms are education of respondents and chronic disease in the family. Screening and timely management of depressive symptoms should be incorporated in routine maternal care so as to enhance maternal and child health. Likewise, concerned authority should plan and organize awareness-raising programs and provide attractive package to attract the female population for higher education.
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Yusup, Muhammad. "Tanggung Jawab dan Otoritas Kepemimpinan Pendidikan Dalam Islam." Idarah (Jurnal Pendidikan dan Kependidikan) 2, no. 1 (June 10, 2018): 62–79. http://dx.doi.org/10.47766/idarah.v2i1.266.
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Leadership is a central problem in the management of an organization. Forward withdrawal of an organization, dead life of the, organization, organizational growth and development, happy whether or not working in an organization, and whether or not achieved organizational goals are determined in part by the appropriate leadership applied in the organization concerned. In the world of education, leaders are required to have a responsibility to carry out their duties and functions as leaders as an organization in the world of education, leaders have a significant role in achieving the goals and ideals of education in general. In this discussion, we will discuss the actual responsibilities and authority of leaders in Islam following the State Foundation, the philosophy, and outlook of the nation.
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Rousmaniere, Kate. "Presidential Address: Go to the Principal's Office: Toward a Social History of the School Principal in North America." History of Education Quarterly 47, no. 1 (February 2007): 1–22. http://dx.doi.org/10.1111/j.1748-5959.2007.00072.x.
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Of the many organizational changes that took place in public education in North America at the turn of the last century, few had greater impact on the school than the development of the principal. The creation of the principal's office revolutionized the internal organization of the school from a group of students supervised by one teacher to a collection of teachers managed by one administrator. In its very conception, the appointment of a school-based administrator who was authorized to supervise other teachers significantly restructured power relations in schools, realigning the source of authority from the classroom to the principal's office. Just as significant was the role that the principal played as a school based representative of the central educational office.
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García-Moya, Irene, Fiona Brooks, and Carmen Moreno. "Humanizing and conducive to learning: an adolescent students’ perspective on the central attributes of positive relationships with teachers." European Journal of Psychology of Education 35, no. 1 (February 2, 2019): 1–20. http://dx.doi.org/10.1007/s10212-019-00413-z.
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AbstractThe aim of this qualitative study was to identify central attributes of positive relationships with teachers from the adolescent students’ perspectives that could help delineate the meaning of student–teacher connectedness while exploring to what extent its main attributes were similar or different in England and Spain. As part of the EU-funded project “Well-being among European youth: The contribution of student-teacher relationships in the secondary-school population”, we conducted focus groups in England and Spain with 42 students aged 11 to 18 years. Using a bottom-up approach for thematic analysis, we identified two main attributes that were linked to positive relationships with teachers as seen by our participating students from England and Spain:humanizing relationships, in which the students are acknowledged and respected as individuals and feel understood and supported by their teachers; andrelationships conducive to learning, encompassing aspects such as a perception of a genuine commitment with their learning on the part of the teachers, a positive classroom management, and teachers motivating students. This study contributes to the conceptualization of student–teacher connectedness and provides useful insights for teachers and educational professionals. In addition, the study findings pointed to the importance of power and authority dynamics in student–teacher relationships that foster or undermine connectedness, and they revealed some cross-cultural differences in the role of emotions in the class, two important aspects which deserve further attention in future research.
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Percy, Carol. "Disciplining Women?: Grammar, gender, and leisure in the works of Ellenor Fenn (1743–1813)." Historiographia Linguistica International Journal for the History of the Language Sciences 33, no. 1-2 (2006): 109–37. http://dx.doi.org/10.1075/hl.33.1-2.08per.
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On the basis of an analysis of works for children published by Ellenor Fenn (1743–1813) in the 1780s, an argument is offered concerning the significance of English grammar to the domestic education of elite boys and girls. The topic is contextualized in overviews of the high social value of grammar and of the maternal educator, idealized for her ‘civilizing’ influence, especially on men. Some elite mothers were criticized by Fenn and her contemporaries for preferring public life to domestic responsibility or for indulging their children. While acknowledging the difficulties of child-rearing and the challenges to women’s domestic authority, Fenn and others spell out the consequences of failing to train young males in particular. The author argues that educational toys and age-graded books like Fenn’s encouraged loving mothers to socialize their children while simultaneously displaying their wealth. Grammar, because of its associations with order, was central to this domestic curriculum. While not overtly challenging conventional gender roles, Fenn represented ‘sprightly’ young females not as intellectually superficial but as naturally quick to learn and playfully able to teach young males and females. Their pedagogical duties justified young women’s education and granted women educators domestic authority and public importance.
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Pambudi, Andi Setyo, Deni, Sri Hidayati, Desak Annisa Cahya Putri, and Aditya Dwifebri Christian Wibowo. "Special Allocation Fund (DAK) For Education Sector : A Development Evaluation Perspective Of Fiscal YEAR 2019." Jurnal Ekonomi dan Pembangunan 29, no. 1 (August 26, 2021): 41–58. http://dx.doi.org/10.14203/jep.29.1.2021.41-58.
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National development in education is essentially carried out in order to improve the quality of human resources. In practice, this is established in a series of programs and activities involving the central and regional governments related to authority and funding capacity. One of the efforts to reduce fiscal inequality in education, the central government allocates special allocation funds (DAK). This transfer fund is needed because up to 2019 efforts to improve access and quality of education services through the fulfillment learning facilities and infrastructure standards. This paper analyse the planning and implementation of the DAK 2019 for physical assignment in education from the perspective of development evaluation. This study uses a mixed method with numerical data even secondary and primary. Data collection was obtained through discussion and questionnaires. The content analysis method is used to find gaps in central-regional planning. The study also analyse news analysis by using Intelligent Media Monitoring (IMM) tool. The results of the study found several obstacles, including: 1) Disparity in the ability of human resources in preparing proposals as well as differences in information accessibility between vocational high school (SMK) managers in urban and rural areas; 2) Budget planning is not optimal in the DAK proposal; 3) Student Practice Room (RPS) is not optimal due to the unavailability of practical equipment and equipment; 4) Determination of the allocation does not fully reflect the magnitude of the needs of school accreditation; 5) Lack of transparency and public audits in the management of DAK of Education Sector.
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Winardi, Winardi. "Decentralization of Education in Indonesia—A Study on Education Development Gaps in the Provincial Areas." International Education Studies 10, no. 7 (June 27, 2017): 79. http://dx.doi.org/10.5539/ies.v10n7p79.
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Decentralization is acknowledged as the handover of government from central government to local government, including giving broader authority to local governments to manage education. This study aims to discovering education development gap between regions in Indonesia as a result of decentralization. This research method uses descriptive analysis that is supported by a combination of time series data and cross section data. Time series data used is the year 2014-2015, and the cross section data of 34 provinces in Indonesia. Gaps were revealed on the resources (including budgets, school facilities, and teachers), school participation, and the population that is illiterate in the area. The results showed that the persistence of the education development gap between regions. Gaps school facilities and number of teachers between regions still exists. The number of existing school facilities in some areas did not meet to accommodate all students. The ratio of the number of schools with teachers is still not meet. School participation rates in the provincial area still tend to be low, especially for the age group 16-18 and 19-24 years. There is gap between regions to reduce the population is illiterate, there are areas have a number of illiterates is still high despite the provincial area having income that is quite large. The study also found that, overall, the decentralization of education in Indonesia increase in the number of school participation and decrease the number of illiterate population in the provincial area.
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Jian, Hu, and Frank Mols. "Modernizing China's Tertiary Education Sector: Enhanced Autonomy or Governance in the Shadow of Hierarchy?" China Quarterly 239 (March 12, 2019): 702–27. http://dx.doi.org/10.1017/s0305741019000079.
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AbstractThe Chinese government has acknowledged that in order to turn Chinese universities into world class institutions, it will have to grant them a greater degree of autonomy. However, the reforms that have been introduced to achieve this goal run counter to a long tradition of central government oversight. The question now presenting itself is how much actual control government has devolved to universities. The qualitative evidence presented in this paper, obtained through interviews with university presidents and Party secretaries, not only confirms that, as one might expect, Chinese universities continue to operate “in the shadow of hierarchy,” but also and more importantly that formal efforts to devolve authority are being rendered ineffective by informal pressures and control mechanisms. Discussion reflects on the state of play in Chinese public administration studies, and urges public policy researchers examining devolution in China to account for both formal reforms and everyday “lived experiences.”
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Percy, Carol. "Disciplining women?" New Approaches to the Study of Later Modern English 33, no. 1-2 (July 17, 2006): 109–37. http://dx.doi.org/10.1075/hl.33.1.08per.
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Summary On the basis of an analysis of works for children published by Ellenor Fenn (1743–1813) in the 1780s, an argument is offered concerning the significance of English grammar to the domestic education of elite boys and girls. The topic is contextualized in overviews of the high social value of grammar and of the maternal educator, idealized for her ‘civilizing’ influence, especially on men. Some elite mothers were criticized by Fenn and her contemporaries for preferring public life to domestic responsibility or for indulging their children. While acknowledging the difficulties of child-rearing and the challenges to women’s domestic authority, Fenn and others spell out the consequences of failing to train young males in particular. The author argues that educational toys and age-graded books like Fenn’s encouraged loving mothers to socialize their children while simultaneously displaying their wealth. Grammar, because of its associations with order, was central to this domestic curriculum. While not overtly challenging conventional gender roles, Fenn represented ‘sprightly’ young females not as intellectually superficial but as naturally quick to learn and playfully able to teach young males and females. Their pedagogical duties justified young women’s education and granted women educators domestic authority and public importance.
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Diallo, El Hadji Samba Amadou. "Exploring a Sufi Tradition of Islamic Teaching: Educational and Cultural Values Among the Sy Tijāniyya of Tivaouane (Senegal)." Social Compass 58, no. 1 (March 2011): 27–41. http://dx.doi.org/10.1177/0037768610392727.
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The author examines the philosophy and practice of Muslim education in the tradition of the Sy family of Tivaouane (Senegal). The focus is on formal educational institutions such as the dahira, or Sufi circles of worship, and the daara, Kur’anic school, which play a major role in the system of education pioneered by the Sy branch of the Tijāniyya. He also examines a third institution, khalifa, or spiritual authority, which continues to play a central role in the Muslim brotherhoods as transmitter of the teachings of the Shaykh. The author shows how these three institutions work together and constantly reshape Sy Tijāniyya (Syèen si in Wolof), how changes in Senegalese society influence and transform the branch, and how the continuous development of neo-Sufi organizations increases the importance of Tijāniyya in a globalized world.
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Kharel, Suman. "Consequences of Educational Decentralization in Nepal." Tribhuvan University Journal 31, no. 1-2 (December 31, 2017): 89–106. http://dx.doi.org/10.3126/tuj.v31i1-2.25334.
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This study appraises consequences of educational decentralization process (EDP). This Study has Applied qualitative research approach in which information was collected from purposively selected participants belong to 50 primary and secondary schools of 12 districts. This study reveals that in the course of ensuring quality education to all, Nepalese education system implemented EDP. School management committee (SMC) was a sole authority while implementing 'market system' of educational management. Government of Nepal (GoN) had been practicing and delegated authority of school-teacher management to the SMC. Fundamentalism of politics while re-forming SMCs, low academic qualification, lack of managerial skill or capacity of the members had been regarded as some of the mounting challenges. Further, local people including parents were less aware and less capable of assisting SMCs. The policy of handing over SMC had led to increased interest in and ownership of schools by the community in one hand. On the other hand, the education for all (EFA) documents did not focus on empowering the local communities and SMCs for better management of schools in the local level. The large scale program like the Basic and Primary Education Program (BPEP) had in the past concentrated more on capacity building at the central level. No doubt, EDP had been suffering from covertly tight fiscal management policies. Head teachers did not have the rights and responsibility even for recruitment and professional development of the teachers. Poor institutional capabilities, over politicization, nepotism, favoritism had been increasing teacher absenteeism and over-under staffing.
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Widiarto, Agus. "Analisis Kebijakan Pengelolaan Guru di Indonesia." Aspirasi: Jurnal Masalah-masalah Sosial 11, no. 1 (June 30, 2020): 89–103. http://dx.doi.org/10.46807/aspirasi.v11i1.1525.
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This policy analysis aims to examine the problems associated with teacher management nationally and formulate some comprehensive teacher management policy recommendations with reference to the achievement of the objectives of teacher management as professional staff. As a professional, the role of the teacher is very important, namely implementing the national education system and realizing national education goals. The function and purpose of education are the development of the potential of students to become human beings who have faith and are devoted to God Almighty, have good character, are healthy, knowledgeable, capable, creative, independent, and become citizens who are democratic and responsible. Thus, the position of the teacher as a professional becomes very strategic as one of the elements in achieving the objectives of the national education system. This policy analysis also examines the design of teacher management in terms of the division of authority between the central and regional governments according to Law No. 23 of 2014 on Regional Government and Law No. 14 of 2005 on Teachers and Lecturers.This study uses a model of policy analysis process that starts from the analysis of the formulation or design of the policy, problems in the implementation, and evaluation of the policy. AbstrakThis policy analysis aims to examine the problems associated with teacher management nationally and formulate some comprehensive teacher management policy recommendations with reference to the achievement of the objectives of teacher management as professional staff. As a professional, the role of the teacher is very important, namely implementing the national education system and realizing national education goals. The function and purpose of education are the development of the potential of students to become human beings who have faith and are devoted to God Almighty, have good character, are healthy, knowledgeable, capable, creative, independent, and become citizens who are democratic and responsible. Thus, the position of the teacher as a professional becomes very strategic as one of the elements in achieving the objectives of the national education system. This policy analysis also examines the design of teacher management in terms of the division of authority between the central and regional governments according to Law No. 23 of 2014 on Regional Government and Law No. 14 of 2005 on Teachers and Lecturers.This study uses a model of policy analysis process that starts from the analysis of the formulation or design of the policy, problems in the implementation, and evaluation of the policy.
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Rooney, Lisa, Laura Covington, Andrea Dedier, and Birdena Samuel. "Measuring IRB Regulatory Compliance: Development, Testing, and Use of the National Cancer Institute StART Tool." Journal of Empirical Research on Human Research Ethics 14, no. 2 (March 13, 2019): 95–106. http://dx.doi.org/10.1177/1556264619831888.
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Institutional review boards (IRBs) have been criticized for overstepping their authority by requiring research protocols to meet requirements that go beyond regulatory approval criteria. The youngest National Cancer Institute (NCI) central IRB (CIRB), the Cancer Prevention and Control (CPC) CIRB, was studied with the NCI Stipulation Analysis Review Tool (StART), which categorized 1,049 stipulations in 51 determination letters covering 30 approved protocols. NCI StART reduced the potential for subjective uncertainty in assessing the wide range of content in the stipulations. The tool determined the board functioned in accordance with federal mandates, with 80% of rendered stipulations aligning with IRB approval criteria. A complementary article provides background data and findings from the first 3 years’ experience of the CPC CIRB.
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Et. al., Non Naprathansuk,. "A Comparative Good Governance Experiences on Local Governments Cope with COVID-19: A Case Studies Between Indonesia and Thailand." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 8 (June 11, 2021): 2211–17. http://dx.doi.org/10.17762/turcomat.v12i8.3472.
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: This article aimed to analyzed and compared good governance experiences on local government cope with Covid-19 between Indonesia and Thailand. The methodology of this article was a qualitative approach based on the secondary data from case of local government of Indonesia in Tegal City and Thailand in Chang Puak Sub-district. The finding of this article was in Indonesia case could argued that the effectiveness, openness, and transparency of the government in coping with Covid-19 are the keys to improve the people economy in Tegal City. Also, the administrators Government of Tegal should be responsive to evaluate ineffective methods in preventing the spread of Covid-19 and switch to more effective and efficient ways. In the meantime, in Thailand case, sorely local government could not cope with Covid-19 pandemic, but the cooperated between Thailand Village Health Volunteer and local government were the best operation to stop the Covid-19 outbreak. Moreover, the most foremost hinder in both Thailand and Indonesia were the central government that centralize authority. In Indonesia, the central policy was the obstacle to allow local government acted, while in Thailand the emergency decree was the main hinder for local government management. Finally, both local government in Thailand and Indonesia were struggled and tried to cope with Covid-19 in a right way of good governance track even though they had a limited authority and willing to support their community.
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김민희, Ju Hyo Jin, Sehee Oh, and 주동범. "A Study on the Reorganization of the Ministry of Education: Focusing on the Integrates Early Childhood Education and Childcare and Transitions of Central Authority and Administration to Local Government." Korean Journal of Local Government & Administration Studies 32, no. 1 (March 2018): 115–38. http://dx.doi.org/10.18398/kjlgas.2018.32.1.115.
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McConaghy, Cathryn. "on Pedagogy, Trauma and Difficult Memory: Remembering Namatjira, our Beloved." Australian Journal of Indigenous Education 32 (2003): 11–20. http://dx.doi.org/10.1017/s1326011100003781.
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AbstractOne of the projects engaged in within the text Rethinking Indigenous Education (RIE) (McConaghy, 2000) was an analysis of the colonial regimes that are reproduced within Indigenous education, often despite our emancipatory intentions. Through a detailed critique of the various competitions for epistemic authority in the field, the book explores the structural processes by which certain knowledges are legitimated as “truths” and the material and symbolic effects of these.The focus of the book was on the imagined worlds of various traditions of knowing Indigenous education and their claims to authority. It was a “how” rather than a “who” story that dealt with theoretical assumptions, broad-brush policy and curriculum inquiry and that attempted to avoid the identity politics that had gripped Indigenous education for more than a decade. Importantly the book also suggested that rather than being cumulative, critique is a process that needs to be ongoing, done again and again. This paper, Remembering Namatjira, has sought to move beyond the main projects of RIE, many of them structural in nature, to an analysis of more intimate aspects of Indigenous education. It addresses some of the “who” issues, not in terms of representation politics, who can know and speak what, but in terms of the psychic difficulties that we attach to knowledge in Indigenous education. Whereas RIE drew upon postcolonial and feminist insights, this paper considers the contribution of psychoanalysis to thinking through some of the more intractable issues that remain unexamined or underexamined in the field. Among the issues addressed are the fundamental dilemmas around our ambivalences in education; the notion of pedagogical force (and transferences, resistances and obstacles to learning); the work of ethical witnessing; and issues of difficult knowledge, or knowledge and memories that we cannot bear to know. Central to the work of rethinking Indigenous education again, in moving beyond deconstruction, is the process of making meaning out of the ruins of our lovely knowledges (Britzman, 2003), our comfort knowledges, about what should be done in Indigenous education.
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Skinner, Barbara. "Russia’s Scriptural “Reformation” in the Late Eighteenth and Early Nineteenth Centuries." ВИВЛIОθИКА: E-Journal of Eighteenth-Century Russian Studies 5 (November 27, 2017): 73–102. http://dx.doi.org/10.21900/j.vivliofika.v5.550.
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The Russian Orthodox Church never experienced a movement that placed the authority of Scriptures over that of the Church, which was characteristic of the Protestant reformations in Western Europe. Nevertheless, an increased emphasis on the Scriptures and a desire to translate the Bible into the vernacular arose in the late 18th and early 19th centuries in Russia. Aside from the work of the Russian Bible Society, scholars have not shed much light on this trend as it occurred within clerical education. This article argues that the episode of the Bible Society was a critical chapter within a larger story of important theological and pedagogical shifts within Russian Orthodox education and values. The roots of the Russian biblical translation effort extend back to the eighteenth century, when ethnic Russian clerical scholars gained the linguistic abilities in Greek and Hebrew to translate based on the ancient texts, and when more attention began to be paid to both vernacular Russian instruction and Scriptural study in the ecclesiastical schools. These trends flourished more deeply in the first half of the nineteenth century. Thus, although Russia did not undergo a reformation in the Western sense of the word, it underwent similar internal reforms that brought the Scriptures into a more central role in the church without undermining Church authority and tradition.
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Kim, Soochul. "Re-Locating the National: Spatialization of the National Past in Seoul." Policy Futures in Education 7, no. 2 (January 1, 2009): 256–65. http://dx.doi.org/10.2304/pfie.2009.7.2.256.
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This article is an attempt to make sense of the emerging culture of mobility in Seoul in the 1990s. The 1990s in a South Korean context is emblematic of a changed social reality and transformation. Grand narratives of development, anti-state democratization activism and Cold War politics were losing their effect and authority. Meanwhile, new forces of consumption, individualism, westernization and globalization were increasingly claiming a central presence in society and accentuating the crisis of identification and representation in cultural life and production. Looking at this particular historical situation, this article argues that the culture of mobility, in terms of the reorganization of mobility and visuality, interrupted the existing norms and mode of national identity and culture in South Korean society. The article focuses upon a new socio-cultural phenomenon known as ‘Yu Hong Jun Syndrome’, which emerged in the early and mid 1990s. It asks how a culture of mobility, while providing cues for ways of experiencing and seeing national landscapes and cityscapes, makes Seoulites rediscover the nation and locality as a potential space of belonging and, further, allows them to renegotiate alienated forms of social relations and everyday experiences in a globalizing metropolitan city.
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Fouquet-Chauprade, Barbara, and Julia Napoli. "Implementation of educational policies for migrants: A case study in the Swiss canton of Geneva." education policy analysis archives 29 (May 24, 2021): 69. http://dx.doi.org/10.14507/epaa.29.5726.
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The Swiss context presents a specific pattern being a confederal country relying on a subsidiarity principle. Thus, the cantons operate in a framework of a reduced power of central authority (Boulenger et al., 2012; Revaz, 2020) and are autonomous regarding education policies at local level (Akkari, 2019). However, since the adoption of a new law in 2005, the Federal Council, cantons, municipalities and cities officially collaborate on migration policy (Chifelle, 2018; Facchinetti, 2012). In this particular context, the confederation developed migration policies giving guidance to cantonal governments. Our research aimed at analyzing a confederal policy guidance on migrants’ education and its interpretation in the canton of Geneva. In particular, we examined the ”decoupling” between general guidance from the Confederation and the implementation at local level. For this purpose, we studied the implementation of a cantonal program named L’école des mamans (mothers’ school) dedicated to prepare migrants’ families for their children enrolment in primary school. Our main results show that there is a distortion between policy objectives and the implementation phase. We also observe a model of resistance to change with no modification of actors’ practices towards migrants’ parents despite the new integration policy guidance.
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Kariya, Claire, Katherine Bell, Celise Bellamy, Jason Lau, and Kristy Yee. "Blenderized Tube Feeding: A Survey of Dietitians’ Perspectives, Education, and Perceived Competence." Canadian Journal of Dietetic Practice and Research 80, no. 4 (December 1, 2019): 190–94. http://dx.doi.org/10.3148/cjdpr-2019-007.
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Increasingly, patients and their caregivers desire blenderized tube feeding (BTF) as an alternative or adjunct to commercial enteral formula. Although dietitians are central in the care of tube fed patients, they do not necessarily have training or experience with BTF and may therefore find it challenging to manage the nutrition of patients who opt for this enteral nutrition approach. To describe dietitians’ perspectives, perceived competence, and education on BTF, a cross-sectional survey was conducted by use of an original questionnaire. Dietitians with the authority to practice enteral nutrition in the province of British Columbia, Canada, were included in the study (n = 715). Of the 221 respondents (31% response rate), 28% reported being knowledgeable about BTF, and 24% reported confidence managing patients on BTF. Few agreed they had the expertise to design, administer, or teach administration of BTF (29%, 15%, and 24%, respectively). In regards to education, 27% of respondents did not have BTF education of any kind, and those with BTF education reported it to be primarily derived from informal sources such as self-directed study and learning from colleagues or patients. These results indicate that among dietitians, formal BTF education is uncommon, and there is limited perceived competence on BTF practice.
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Barrow, M. "The Reform of Schools Funding: Some Case-Study Lessons." Environment and Planning C: Government and Policy 14, no. 3 (September 1996): 351–66. http://dx.doi.org/10.1068/c140351.
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Since the Education Reform Act of 1988 there has been substantial change in the funding of schools in Britain. Individual schools now have their own budgets which are determined by formula, and they have substantial freedom to spend their budgets as they wish. They are also entitled to keep any savings which they make, and these are rolled forward to the next financial year. The funding formula for a school is designed by its local education authority, subject to constraints imposed by central government. More recently a class of self-governing, or grant-maintained, schools has developed with a parallel funding system which is also formula based. A new institution, the Funding Agency for Schools, has been created to oversee the financing of these schools. In this paper, which is based on interviews with officers in six local education authorities and on documentation from several others, the author assesses these recent changes in the education ‘market’. It is concluded that the market is not working well due to the complexity of the funding arrangements, the institutional arrangements, the inappropriate incentives offered, and the change in the ‘atmosphere’ of the education market.
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Loyo, Engracia. "¿Escuelas o empresas? Las centrales agrícolas y las regionales campesinas (1926–1934)." Mexican Studies/Estudios Mexicanos 20, no. 1 (2004): 69–98. http://dx.doi.org/10.1525/msem.2004.20.1.69.
Full textAbstract:
The Escuelas Centrales Agrícolas (Central Agriculture Schools) and the Escuelas Regionales Campesinas (Regional Peasant Schools) (1926–1934) assumed the ideal of post-Revolutionary governments to train teachers and agriculturalists in order to transform the countryside. These schools were founded in ex haciendas with mostly pre-revolutionary infrastructures. This article focuses on a little-studied aspect: the relations between authorities and teachers, on the one hand, and the peasants who lived in the perimeters of the haciendas, on the other. It analyzes the problems that emerged because the schools didn’t follow their original goals and became dual institutions with conflicting goals: agricultural development and education. The article also demonstrates that, because of their ambiguous functions, the responsibilities and authority of the teachers went much further than their role as teachers. Because of official guidelines that emphasized productivity over teaching and because of the inefficiency, bad faith, and corruption of its main administrators, the Central and Regional Schools, in many cases, aggravated the unjust situation of the people.
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Prihatiningsih, Titi Savitri, Hikmawati Nurokhmanti, and Geraldine Baujea. "WHAT CHANGES IN IMPLEMENTING COMPETENCE-BASED MEDICAL EDUCATION IN INDONESIA: A QUALITATIVE STUDY." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 10, no. 1 (March 31, 2021): 12. http://dx.doi.org/10.22146/jpki.64125.
Full textAbstract:
Background: Competence-based Medical Education (CBME) is the latest curriculum model adopted by many countries since 1970s. Reforming medical curriculum to adopt CBME implicates major changes in all aspects and research on this is still lacking. This study aims at identifying changes in implementing CBME from the aspects of organization and structural changes, curricular design, implementation and evaluation and cultural changes. Methods: Retrospective qualitative method is applied using purposive sampling. Selected documents are used as the data and analysed using thematic analysis. Results: Four themes are identified for the first aspect, i.e. the role of central authority, multidepartment committees, committed change agents, and decision-making procedures. Whereas for the second aspect, five themes are pinpointed, consisting of curriculum design at macro level, meso and micro level, faculty development program, learning resources, implementation, and monitoring and qualitative evaluation. For the third aspect, four themes emerge, namely enabling factor, inhibiting factor, the paradox of the new curriculum and quality assurance. Conclusion: Major changes taking place in the design and implementation of CBME have been identified from three aspects inductively. Awareness of the kinds of changes and using them for curriculum planning could improve the success in shifting towards CBME.
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Nami, Shamsi. "School-Based Policies in Iran." Modern Applied Science 10, no. 12 (July 20, 2016): 90. http://dx.doi.org/10.5539/mas.v10n12p90.
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This paper aimed at examining school-based policies in Iran. School-based approach has been dominated educational systems of developed countries over the past four decades. Delegation of authority to lower levels, particularly to schools for decision making, implementation, monitoring, and evaluation is central to this approach. Efforts have been made to formulate, plan, and implement school-based policies and programs in Iran over a decade. This paper attempts to delve into the quality and quantity of these efforts by verifying and analyzing assertions and implications of Iran's 3rd, 4th, and 5th Development Plans, Theoretical foundations of fundamental Transition in Formal public Education in Islamic Republic of Iran (2011) and laws and regulations approved by Iran's Supreme Council of Education. The results indicated that although the above - mentioned documents and plans focused on the need for reforming structures and organizations, using non-governmental power and private capital, reducing government's tenure, encouraging stakeholders' participation, and favoring school independence, the quality and quantity powers assigned were incompatible with school- based assumptions. Delegation of authority was mainly centered around the decision making on how focused plans should be implemented. While many cooperative organizations have been established in schools through these policies and laws, these efforts are not based upon a comprehensive evaluation on which they can be judged. However, limited amount of evaluation has been carried out, but according to the experts' experiences and ideas, the intended goals has not been fully achieved.
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Laforge, William N. "Campus Governance in U.S. Universities and Colleges." Review of European and Comparative Law 42, no. 3 (September 1, 2020): 113–40. http://dx.doi.org/10.31743/recl.8528.
Full textAbstract:
The governance of universities and colleges in the United States basically follows the concept and spirit of democracy embraced by the nation from its birth. The systems and practices in place at most U.S. institutions of higher learning include collaborative, representative, or collective decision-making arrangements known as shared governance. However, these systems and practices are hardly uniform due to the diversity of governance patterns that reflect the unique and different history, needs, and mission of a particular institution. Sometimes they are differentiated from, and contrasted with, corporate, business, and more authoritarian or centralized forms of institutional governance.
In contrast with university governance elsewhere in the world—that can range from strong central government control to private self-regulated operations—the U.S. forms of campus governance have emerged in a country that does not have centralized authority over education. U.S. institutions of higher learning respond to a variety of controls and interests that are on display variously at public, private non-profit, private for-profit, and religious universities. Governance, authority, and administration are spread across a wide spectrum of players, including governing boards; presidents, chancellors, and other administrators; the academy/faculty; administrative staff; campus committees; students; and, even some external factors.
Shared governance is not a perfect formula or panacea for university administration and decision-making. It does, however, provide a methodology, system, and concept that can help guide the leadership of a university as it approaches the administration and conduct of its educational responsibilities. In today’s higher education environment, the term governance is rather expansive. In one sense, it means top-down governance that is the rightful role and authority of an institutional board charged with overseeing policy, programming, performance, and executive guidance and evaluation. But, it also variously means the use of institutional strategies, operations, and components to distribute, disseminate, and “share” authority and responsibilities for a university’s administrative, management, and decision-making functions, i.e., “on-campus governance.” In this respect, shared governance “borrows” many of the attributes and principles of democratic government. In any case, shared governance, in its many forms and applications, is widely practiced in U.S. universities, including Delta State University.