Dissertations / Theses: 'Education policy'

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Zangmo, Zinpai. "Educational policy borrowing in the Bhutanese education system." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122873/1/Zinpai_Zangmo_Thesis.pdf.

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This study focussed on analysing educational policy documents to understand the history and discourse of educational policy borrowing practice in Bhutan's K-12 education system. The conceptual framework drew on theories of globalisation and the theory of discourse. An interpretivist methodology drawing on James Paul Gee's discourse analysis was employed to comprehend the education policy borrowing and policy learning practices within the K-12 education policies of Bhutan. The findings revealed that while there is a complex system of policy borrowing influenced by the phenomenon of globalisation, there are discourses that stress the importance of Gross National Happiness and local themes. The study concludes by stating that policy borrowing and policy learning are important aspects of Bhutanese education policy.

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Westgate, Barbara Frances. "Education law and policy." Thesis, Boston University, 2006. https://hdl.handle.net/2144/27795.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02

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Adams, Paul Derrick. "Education, education policy and the politics of pedagogy." Thesis, University of Hull, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550506.

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溫家豪 and Kar-ho Calvin Wan. "Government policy on tertiary education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41006094.

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Wan, Kar-ho Calvin. "Government policy on tertiary education." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41006094.

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Watkins, Larae Anne. "Contributions of vocational education to educational reform as perceived by vocational education policy influencers." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1240407685.

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Peera, Rishma. "Tanzanian educational policy : effects on women's participation in formal education." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23349.

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Female participation in all spheres of society is crucial in the development of a nation. One way of increasing this participation is through education in the formal system because it provides more opportunities in a modernizing society. This study presents the situation of women in education in the context of Tanzania, which has developed policies geared towards equality at all levels of society. Tanzanian educational policies have attempted to equalize opportunities for everyone regardless of race, gender and social class. A few of those policies have succeeded in reducing gender imbalances without however changing attitudes towards women's potential in the development of the nation. This study attempts to demonstrate that educational policies affect female participation in a positive manner but essentially in quantity. In the context of Tanzania, quality in education had not been a priority as much as the commitment to mass education. Therefore, female education has evolved at a lower quality than male education, thus affecting outcome in terms of opportunity. Quality education and opportunity for women will only be possible if the school, family, community and all societal institutions join in a comprehensive effort to break barriers which now prevent their full participation.

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Patrick, Andrew P. "Educator Evaluation and Bilingual Education Policy| A Three Article Dissertation." Thesis, Manhattanville College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642032.

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The time between the passage of the No Child Left Behind Act of 2001 and its replacement, the Every Student Succeeds Act of 2015, marked a period of unprecedented policy-driven education reform. Unfortunately, the major objectives of the policy were not achieved, and the very problems it sought to fix still exist. One reason for this was an overreliance on testing and test scores as a lever for change. This study’s purpose was to explore the ways in which an educational leader could bring the tools of the practitioner-scholar to bear on public policy problems worth solving. This research question was addressed through three distinct, but interconnected, articles that utilized different methodologies. The first demonstrated the application of the tools of public policy analysis to bilingual education policy at the federal, state, and local levels. The second critiqued New York State’s student growth model used in the Annual Professional Performance Review (APPR) using quantitative methods. The third analyzed the broader APPR policy and sought to address its many shortcomings by proposing a new, viable policy alternative for consideration by policymakers. The major implications of this study include a strong caution against the use of standardized tests of student achievement to measure progress toward policy goals, a demonstration of the importance of identifying and applying criteria to assess public education policies, and a recognition of educational leaders as important actors in the policy making process.

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Tupper, Kenneth William. "Ayahuasca, entheogenic education & public policy." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33764.

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Ayahuasca is an entheogenic decoction prepared from two Amazonian plants containing controlled substances, including dimethyltryptamine. Traditionally drunk ritually (and revered as a healing “plant teacher”) by Amazonian indigenous and mestizo peoples, in the 20th century ayahuasca became a sacrament for several new Brazilian religions. One of these, the Santo Daime, has expanded into Canada, where in 2001 a Montreal-based chapter applied for a federal legal exemption to allow drinking of the brew in its rituals. This dissertation undertakes a critical policy analysis of Health Canada’s decision on the Santo Daime request, using government documents obtained through an Access to Information request as data. My goals are to illustrate how modern stereotypes about “drugs” and “drug abuse” in dominant public and political discourses may hinder well-informed policy decision making about ayahuasca, and to consider how entheogenic practices such as ayahuasca drinking are traditional indigenous ways of knowing that should be valued, rather than reflexively demonized and criminalized. My research method is a critical discourse analysis approach to policy analysis, an eclectic means of demonstrating how language contributes to conceptual frames and political responses to public policy issues. I combine insights from recent research on language, discourse and public policy to show how ayahuasca has become an unexpected policy conundrum for liberal democratic states attempting to balance competing interests of criminal justice, public health, and human rights such as religious freedom. I trace ayahuasca’s trajectory as a contemporary policy concern by sketching histories of psychoactive substance use, today’s international drug control regime, and the discursive foundations of its underlying drug war paradigm. Regarding Health Canada’s 2006 decision “in principle” to recommend exemption for the Daime brew, I critique how the government defined ayahuasca as a policy problem, what policy stakeholders it considered in its decision making, and what knowledge about ayahuasca it used. To conclude, I explore modern schooling’s systemic antipathy to wonder and awe, and propose that policy reforms allowing circumspect use of entheogens such as ayahuasca as cognitive tools may help stimulate re-enchantment and appreciation of the need to address human and planetary ecological predicaments of the 21st century.

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Benhenda, Asma. "Education policy, inequalities and student achievement." Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0044.

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Cette thèse analyse l’efficacité des dispositifs mis en place par la puissance publique pour atteindre leurs trois principaux objectifs : attirer et retenir des enseignants de qualité, aider les enseignants à s’améliorer, et appareiller les enseignants à leurs élèves de façon à réduire les inégalités éducatives. Par rapport à l’essentiel de la littérature académique existante consacrée aux politiques éducatives à destination des enseignants, cette thèse élargit le champ d’analyse au rôle d’acteurs peu étudiés dans la littérature : les jurys des concours de recrutement, les inspecteurs d’académie et les chefs d’établissement, mais aussi les enseignants remplaçants, qu’ils soient titulaires ou contractuels .Elle étend enfin la discussion au système éducatif dans son ensemble à travers l’analyse d’un mécanisme d’incitations non-monétaires mis en place pour attirer et retenir les enseignants dans les établissements défavorisés
This dissertation analyses the efficiency of teacher policies in France with regard to their three main objectives: attract and retain quality teachers, help teacher progress and reduce educational inequalities through the matching of teachers to their students

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Lester, Suzanne Sockey. "Indian Education : evolution of policy determination /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1989.

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Lewis, Dorothy. "Federal public policy and bilingual education." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1088.

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This paper is divided into four chapters. Chapter one presents an introduction and overview of the nature of the problem, its significance and implication for public policy, and a presentation of the research design and methodology. Chapter two reviews the historical and legal background of bilingual education policy. Chapter three presents a literature review of bilingual education policy making, and examines the impacts and effects of federal aid in practice. Chapter four provides a summary of survey findings and recommendations for reform of the funding criteria for Title VII ESEA bilingual education grants.

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Allen, Megan Marie. "Teacher Leadership in State Education Policy." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3015.

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There is a national call for teacher leadership, which has occurred after many education reforms have struggled due to a perceived lack of teacher involvement. The purpose of this study was to examine whether teachers felt that their involvement in education policy had impact and whether there is ample teacher expertise in education policy. The overarching research question was to appraise educator perceptions of teacher impact on state education policy. The study revealed a perceived lack of teacher impact and education expertise. The conceptual framework was based on theories of adult learning and the development of expertise and supported the necessity of teacher expertise in policy discussions' because teachers are the ones who have developed classroom expertise and the potential impact of policy on classrooms. A case study methodology was applied with 5 state teachers of the year participants. The participants were from 4 states, recognized from 2012-2015, and had local, state, and national policy experience. Interviews were conducted to collect data, with direct interpretation and categorical aggregation through coding applied to analyze data during collection. After identifying a perceived lack of teacher impact, themes were identified that could create more effective impact. Themes were grouped into skills, knowledge, and dispositions that could be taught in a series of learning experiences, serving as curriculum for teachers to build expertise in policy. This project has the potential to assist educators in developing the skills, knowledge, and dispositions needed to become more effectively involved in policy. It also has the potential to create social change in the United States by assisting teachers in getting meaningfully involved in policy, thereby positively impacting public education for their students in their classrooms, schools, districts, and beyond.

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Van, Wyhe Glenn Arthur. "The accounting curriculum in higher education : a study in educational policy /." Thesis, Connect to this title online; UW restricted, 1991. http://hdl.handle.net/1773/7644.

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Nihoul, GaeÌˆtane. "Policy formation in the European Union : the case of education policy." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312553.

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Estola, T. (Timo). "Education for global responsibility:in between development policy and global education." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201409201875.

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The Finnish Ministry for Foreign Affairs (MFA) has funded non-governmental organizations’ projects for development communication and development education for over 30 years. The research topic of this thesis is founded on the idiosyncrasies of promoting and funding global education through the MFA. The Ministry for Foreign Affairs supports global education projects as a part of its development policy, with funds from development appropriations. The argument is, that for citizens to contribute to and monitor the discussion on development and development cooperation, skills and opportunities to learn about development cooperation are required. This rationale is aligned with international policies, for example, on the global partnership goal of United Nations’ Millennium Development Goals. The theoretical investigation of this thesis is founded on development policy and global education policy. The aim of this thesis is to investigate the possible issues of promoting and funding global education projects as a part of development policy. Finnish global education projects funded by the MFA are under pressure of both development policy and global education policy. This thesis investigates the two policies and constructs a framework in which to analyse the development communication and global education instrument. The non-governmental organizations applying for funding need to articulate the aims of their global education project in alignment with Finnish development policy. The intention of the thesis is to find how global education and development policy are compatible, and what kind of issues this might involve. By researching project applications through a relevant framework, these questions can be made explicit. To answer these questions, this thesis consists of a qualitative, abductive content analysis of 17 global education projects from 15 different Finnish non-governmental organizations. Content analysis of this thesis is based on an interpretative, abductive process between the data and theory, from which new meaning can be extrapolated. The applications were approved for two-year funding by the Ministry for Foreign Affairs, for the years 2012–2013 and 2013–2014. In relation to document research, this thesis utilizes Prior’s (2008) framework on understanding documents both as a resource and as a topic. In this research, the applications are positioned within the theoretical framework of global education and development policy, which is established in the beginning of the thesis in a scholarly manner. A qualitative content analysis is then conducted, with approaching the documents through relevant categories for analysis. Converging themes, and justification for funding global education within the MFA, are present in the conceptualization of education for global responsibility. The idea of an imperative for global justice conjoins development policy together with global education, as presented in the project applications. Similarly, the idea of a shared partnership in development provides linkages to global education. However, the practice of development communication is more close to development policy. It is debatable whether development policy of the MFA is more suitable for projects of development awareness and campaigning. In this sense, promoting global education as a part of development policy fosters a certain kind of global education, which might lack a critical perspective. The findings of this thesis indicate that the Ministry for Foreign Affairs is a justifiable administrator of the development communication and education instrument. However, coining global education with development policy can influence approaches to global education. The funding instrument is based on MFA’s development policy which focuses but also limits approaches to global education. Global education has been topical for the past decade in Finnish educational policy. It has also increased its foothold according to the 2016 national core curriculum draft and UNESCO suggestions for post-2015 education agenda on development. This thesis adds to the debate whether global education projects should be administrated through the Ministry for Foreign Affairs and what kind of issues this involves
Suomen ulkoasiainministeriö (UM) on rahoittanut kansalaisjärjestöjen viestintä- ja globaalikasvatusprojekteja jo yli 30 vuoden ajan. Tämän tutkielman aihe perustuu viestintä- ja globaalikasvatuksen tukemiseen ulkoministeriöstä käsin ja siihen liittyviin erikoispiirteisiin. Suomen ulkoasiainministeriö tukee globaalikasvatusprojekteja kehitysyhteistyövaroin osana UM:n kehityspolitiikkaa. Perusteluna tälle pidetään sitä, että kansalaisten tulee tietää kehitysyhteistyöstä voidakseen osallistua kehityspoliittiseen keskusteluun. Tämä vaatii taitoja ja mahdollisuuksia oppia kehitysyhteistyöstä, jotta kansalaiset voivat seurata ja valvoa kehitysyhteistyökeskustelua. Kyseinen päättely on myös linjassa kansainvälisesti hyväksyttyjen Yhdistyneiden kansakuntien vuosituhattavoitteiden kanssa. Tämän tutkielman tavoitteena on tarkastella mahdollisia kysymyksiä joita liittyy globaalikasvatusprojektien tukemiseen kehityspolitiikan osana. Suomalaiset globaalikasvatusprojektit joutuvat vastaamaan sekä kehityspolitiikan että globaalikasvatuksen haasteisiin. Tämä tutkielma hyödyntää kehityspolitiikan ja globaalikasvatuksen politiikkalinjauksia sekä käsitteitä, joista rakennetaan viitekehys viestintä- ja globaalikasvatustuen tarkasteluun. Kansalaisjärjestöt jotka hakevat rahoitusta globaalikasvatusprojekteihinsa, joutuvat seuraamaan Suomen kehityspolitiikan linjauksia. Tämä tutkielma ottaa selvää siitä miten globaalikasvatus ja kehityspolitiikka voivat olla yhteensopivia ja millaisia kysymyksiä niiden kohtaamiseen liittyy. Tutkimalla projektihakemuksia merkityksellisessä viitekehyksessä nämä kysymyksen voidaan tuoda näkyville. Vastatakseen näihin kysymyksiin, tämä Pro gradu -tutkielma sisältää kvalitatiivisen, abduktiivisen sisällönanalyysiin 17:stä globaalikasvatusprojektista 15:ltä eri kansalaisjärjestöltä. Tämän tutkielman sisällönanalyysi perustuu tulkinnalliseen, abduktiiviseen prosessiin tutkimusaineiston ja teorian välillä. Sisältöanalyysin avulla nostetaan esille uusia näkökulmia ja merkityksiä. Kaikki tutkielmassa käytetyt hankehakemukset hyväksyttiin kaksivuotiseen rahoitukseen vuosille 2012–2013 ja 2013–2014. Dokumenttien tutkimukseen (document research) liittyen tämä tutkielma hyödyntää Priorin (2008) viitekehystä, jossa dokumentit ymmärretään yhtäältä aineistoksi (resource) sekä toisaalta itse aiheeksi (topic). Tutkielmassa hankehakemukset on sijoitettu globaalikasvatuksesta ja kehityspolitiikasta muotoutuvaan teoreettiseen viitekehykseen. Tämä viitekehys on esitelty tutkielman alkupäässä. Aineisto on analysoitu kvalitatiivisella sisällönanalyysillä luokittelukategorioita apuna käyttäen. ”Kasvatus globaaliin vastuuseen” on yksi merkittävä käsitteellistäminen, jossa yhteisiä teemoja ja oikeutuksia globaalikasvatuksen tukemiseen UM:n kehitysyhteistyövaroista esiintyy. Globaalin oikeudenmukaisuuden imperatiivi liittää kehityspolitiikan yhteen globaalikasvatuksen kanssa, tavalla joka esiintyy myös globaalikasvatusprojektien hankehakemuksissa. Samoin idea jaetusta kumppanuudesta kehitysyhteistyössä luo yhteyksiä globaalikasvatukseen. Toisin kuin globaalikasvatuksen kohdalla, kehitysviestintä on osa-alue joka liittyy lähemmin suoraan kehityspolitiikkaan. On aiheellista kysyä josko UM:n kehityspolitiikka soveltuu paremmin kehitystietouteen ja kampanjointiin liittyvien projektien tukemiseen, kuin globaalikasvatuksen tukemiseen. Globaalikasvatuksen tukeminen kehityspolitiikan osana mahdollistaa tietynlaisen globaalikasvatuksen tukemisen, josta saattaa puuttua kriittinen näkökulma. Tutkielman tulokset osoittavat että ulkoasiainministeriö on aiheellinen taho hallinnoimaa viestintä- ja globaalikasvatustukea. Kuitenkin, globaalikasvatuksen ja kehityspolitiikan liittäminen saattaa vaikuttaa tuettavien globaalikasvatusprojektien lähestymistapoihin. Tuki-instrumentti perustuu UM:n kehityspolitiikkaan, joka ohjaa sekä myös rajoittaa lähestymistä globaalikasvatukseen. Globaalikasvatus on ollut ajankohtainen aihe viime vuosikymmenellä suomalaisessa koulutuspolitiikassa. Globaalikasvatus on myös tullut näkyvästi esille uudessa 2016 opetussuunnitelman luonnoksessa ja UNESCO:n suosituksissa post-2015 agendalle. Tämä tutkielma osallistuu keskusteluun siitä, pitäisikö globaalikasvatusprojektien hallinnointi olla osana UM:n toimintaa ja siihen millaisia kysymyksiä tähän liittyy

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Allard, Frank Dennis. "Police probationer training : policy and practice an historical review." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:5383.

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The apparent lack of any previous work focusing on Police Probationer Training was the impetus behind this research. This very important area of police training is undergone by all officers and their probationary period lasts two years. Numerous reviews and amendments have taken place over the years but do not seem to have been documented in any structured way. The aim of this research was to discover how this training evolved, the reasons for change, and the way it has been implemented. Finally the present day system was examined in detail, compared with the experience of older officers and other systems. Method Obtaining the information has proved a task of detective work, examining numerous minutes, reports and documents produced within and without the police service. Field work was carried out throughout Lincolnshire Police and by visits to Ryton Police Training Centre and the central Planning Unit at Harrogate (now renamed as Training Support, Harrogate). Questionnaires were circulated to officers undergoing the training, officers who attended earlier courses and the trainers themselves. These were followed up by selected interviews. Training delivery was witnessed at Ryton Police Training Centre and within the Lincolnshire Force. Conclusions The results of this research indicate that the training given to initial recruits within the police service is as good as it has ever been. It is, however, cost led and, although the two year probationary period is somewhat euphemistically referred to as a training period, it is much more beside as, once the foundation course of 31 weeks is completed, probationers become a resource deployed in much the same way as their experienced colleagues. The post foundation phase of training is delivered in force with little or no central control and consequently the standard of training is not consistent. The thesis traces the development but, owing to lack of access to, or simply nonexistence, of some documents it cannot be claimed to be absolutely complete.

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Nzuki, Charles Kyalo. "Kenya's Constituency Development Fund, Free Secondary Education Policy, and Access to Secondary Education." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10686052.

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The effects of the Constituency Development Fund (CDF) and the Free Secondary Education Policy (FSEP) on access to secondary school education in Kenya’s Yatta sub-county have not been adequately explored in available public policy literature. Hence, this qualitative multiple-case study was designed to understand the effects of the 2 policies on both enrollment and dropout among secondary school age children in Yatta. The study was conducted in 1 mixed-boarding secondary school and 1 secondary day school in Yatta. The study was built on an adapted Huisman and Smits’ theoretical model on dropout among students in developing countries. The data were gathered through semi-structured interviews with 14 purposefully selected participants: 2 principals, 2 deputy principals, and 10 parents whose children had benefited from the CDF bursary scheme. Interview data were inductively coded and then subjected to Braun and Clarke’s thematic analysis procedure, which aided in identification, analysis, and reporting of patterns (themes) in the data. Results showed that the CDF had contributed significantly to the improvement of enrollment with the establishment of new day schools that are more affordable, hence making secondary school education less costly and thus more available to low income families. The study’s findings also showed that student dropout had declined with both the CDF and FSEP. The positive social change implications of this study are that it provides evidence for advocacy among policy makers for increased allocation of resources to the education sector through the CDF and FSEP. Increased allocations will contribute to Kenya’s progress toward universal access to secondary education.

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Isaksen, Lasse Skogvold [Verfasser]. "Educational Accountability Reform in Norway : Education Policy as Imitation / Lasse Skogvold Isaksen." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1161047468/34.

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Meredyth, Denise Lee, and n/a. "Education and its Critics: Principles and Programmes in Australian Education Policy." Griffith University. School of Curriculum, Teaching and Learning, 1994. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050901.095322.

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This thesis is concerned with the relationship between the education system and its critics - with the terms in which programmes of educational reform are viewed by critical intellectuals, and with the claims and limitations of a particular mode of 'principled' critique. It explores this concern in relation to a number of recent developments in Australian education policy, describing the debates that they have engendered and identifying the political ambiguities that attend them. Three case studies are developed. The first is drawn from reactions to the recent bureaucratic reorganisation of higher education, especially those responses concentrated on the defence of the humanities. The second concerns developments in post-compulsory education, especially the construction of the new national credentialling system based on the assessment of 'Key Competencies'. The third addresses the endemic problem of educational assessment and equity. While each of these case studies is discussed in its own right, the three areas of discussion supplement one another within an overall argument concerning the relationship between the education system and a particular mode of 'principledt critique. In exploring this relationship, the thesis puts the case that we require a more historically-informed understanding of current problems in Australian education and a more pragmatic appreciation of the achievements of the existing education system. The issues raised are timely ones. Matters of educational policy have become particularly pressing over the past decade, as Australian education has undergone significant changes. In recent years, we have seen the effects of the drive towards a national education system, of the reorganisation of higher education, of the development of schemes for national credentialling and of the reconstruction of links between schooling, training and industry. These reforms have been driven by some pressing imperatives: to produce a trained and flexible workforce; to monitor levels of literacy and numeracy at a national level; and to satisfy the 'unmet demand' for increased educational places, while managing a limited educational budget.

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Meredyth, Denise. "Education and its Critics: Principles and Programmes in Australian Education Policy." Thesis, Griffith University, 1994. http://hdl.handle.net/10072/367565.

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This thesis is concerned with the relationship between the education system and its critics - with the terms in which programmes of educational reform are viewed by critical intellectuals, and with the claims and limitations of a particular mode of 'principled' critique. It explores this concern in relation to a number of recent developments in Australian education policy, describing the debates that they have engendered and identifying the political ambiguities that attend them. Three case studies are developed. The first is drawn from reactions to the recent bureaucratic reorganisation of higher education, especially those responses concentrated on the defence of the humanities. The second concerns developments in post-compulsory education, especially the construction of the new national credentialling system based on the assessment of 'Key Competencies'. The third addresses the endemic problem of educational assessment and equity. While each of these case studies is discussed in its own right, the three areas of discussion supplement one another within an overall argument concerning the relationship between the education system and a particular mode of 'principledt critique. In exploring this relationship, the thesis puts the case that we require a more historically-informed understanding of current problems in Australian education and a more pragmatic appreciation of the achievements of the existing education system. The issues raised are timely ones. Matters of educational policy have become particularly pressing over the past decade, as Australian education has undergone significant changes. In recent years, we have seen the effects of the drive towards a national education system, of the reorganisation of higher education, of the development of schemes for national credentialling and of the reconstruction of links between schooling, training and industry. These reforms have been driven by some pressing imperatives: to produce a trained and flexible workforce; to monitor levels of literacy and numeracy at a national level; and to satisfy the 'unmet demand' for increased educational places, while managing a limited educational budget.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Arts, Education and Law
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Golebiewski, Julie Anna M. "Three essays on education finance and policy." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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Chan, Yu Wei-ming Grace. "Education and policy implementation in Hong Kong." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B31975690.

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Sandkühler, Johannes. "Essays on Trade Policy and Education Choice." Diss., lmu, 2007. http://nbn-resolving.de/urn:nbn:de:bvb:19-69873.

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Gillies, Donald. "Critical discourse analysis and current education policy." Thesis, University of Strathclyde, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501919.

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Chan, Yu Wei-ming Grace, and 陳余慧明. "Education and policy implementation in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31975690.

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Tikly, Leon Paul. "Education policy in South Africa since 1948." Thesis, University of Glasgow, 1994. http://theses.gla.ac.uk/4430/.

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The aim of this study is to provide an account of the policy-making process in South African education since the coming to power of the Nationalist Party in 1948. The intention will be to a) better understand the nature and extent of the influence of different groups and individuals on the policy-making process, and b) to explain how and why educational change has occurred. Given the very large area of possible research implied by a topic of this nature, the study will concentrate on one area of education policy, namely schooling, although reference will be made to other areas where relevant. Primary sources in the form of policy documents and selected interviews with key policy actors have been used in conjunction with the secondary literature. Chapter one will locate the present study in relation to the existing literature. The chapter will focus on how different scholarly traditions conceptualise the education/society relationship and the nature of educational change. This will provide a necessary basis for the development, in chapter two, of a suitable theoretical framework for this study. An attempt will be made to combine a liberal emphasis on interest group interaction in policy making with a more neo-marxist concern with how such interactions are linked to wider economic and political interests. Further, an attempt will be made to integrate a structuralist concern with economic and political processes with a post-structuralist emphasis on the discursive construction of policy. Consequently three distinct but related levels of analysis will be developed, each one informing the approach of the remaining chapters. Thus chapter three will use the work of the French Regulation School to analyse the changing relationship between schooling and the accumulation process in the apartheid economy. Also drawing on the work of Gramsci, educational change will be understood as an aspect of a basic contradiction between capitalist accumulation strategies and the hegemonic project of apartheid.

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Le, Metais Joanna Petra Fransisca Maria. "Conservative values and education policy 1979-1990." Thesis, Brunel University, 1992. http://bura.brunel.ac.uk/handle/2438/7282.

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This study provides a systematic description of the Conservative Government's education policies and their initial implementation during the period 1979-90. It charts elements of coherence between the Government's values and policies and examples of dissonance. By analysing the underlying values, it identifies conflicts which go some way toward explaining the apparent contradictions. Government policy reflects a marked switch in emphasis from regionalized provision to institutional provision within a strong, centralized framework which reflects a move from communal provision in response to individual needs to a market model where individual effort is intended to bring its own rewards. This analysis reveals the way in which policies apparently concerned with separate aspects of public services (structure, management, funding and mechanisms of reporting and accountability) culminated in the creation of a mixed market economy as a basis for transferring responsibility for the provision of welfare services from the state to commercial and voluntary agencies, as well as to individuals and their families. Whilst responsibility for the provision of education has not itself been delegated to parents, their involvement through choice, participation and voluntary financial contributions has steadily increased throughout the period in question. The transfer from the state to commercial and voluntary agencies is also evident in the provision of services to schools (meals, maintenance, cleaning) by commercial agencies under contract and the delegation to voluntary, lay governors of many of the responsibilities formerly exercised by local education authorities.

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Marshall, Stephanie jane. "Pre-vocational education : a comparative policy study." Thesis, University of York, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333742.

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Syed, Fatima Shaaria. "Financial education in schools : policy into practice." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8010/.

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This research explored the factors that shape personal finance education (PFE) curriculum policy outcome in schools. From 2014, all state-maintained secondary schools in England are required to deliver PFE through; Mathematics, Citizenship Education, and Personal, Social, Health and Economic education (PSHEe). This thesis is the product of a detailed analysis of school documents, lesson observations, and 51 interviews with key national stakeholders and teaching and management staff in schools. A multiple case study research was undertaken, using an analytic framework “sensitised” by theories of street-level bureaucracy (Lipsky, 1980; 2010) and educational transmission (Bernstein, 1971, 1975). This study concludes that contextual factors such as contradictory policy environment, subject status, and strong subject boundaries and allegiances affected PFE curriculum reform enactment and consequently its outcome in schools. Schools are operating under “constraint autonomy” where resources are directed towards subjects that count towards Ofsted grading and league tables. Inconsistency and variation in PFE delivery result from discretion exercised at school and classroom level. Teaching experience, pedagogical preference, and professional judgement determine the nature and degree of discretion. This study highlights the ‘power’ of exam boards and head teachers and argues for a collective approach to PFE curriculum planning and implementation to ensure a uniform and coherent PFE provision.

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Baker, Mark William. "Policy development of outdoor education in Scotland." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/21018.

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The advent of the Scottish ‘Curriculum for Excellence’ created a new paradigm of outdoor education. The term ‘outdoor learning’ found more common parlance as a reflection of contemporary discourse with renewed focus on curricular breadth and progression in outdoor education. This thesis examines these changes through the lens of educational policy analysis. The study bridges the gaps between literature in the fields of outdoor education, public policy making and curriculum theory to present a broad and historical analysis of the processes for the policy development of outdoor learning in Scotland. The methodological approach is grounded in the philosophy of pragmatism, and combines desk based research with data analysis of thirteen interviews with key policy actors. The findings identify health as an early policy driver and a prelude to later policy agendas including ‘character training’, work and employment. The processes for change in outdoor education policy are influenced by ‘galvanising events’ and via a ‘policy corridor’ of outdoor education advocates. Post Scottish devolution, the work of advisory groups has been a key influence in resolving what is identified as a ‘policy squeeze’ on outdoor learning. The research has implications for effective lobbying and understanding the processes for policy growth in outdoor learning.

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Jiao, Junhui. "Student aid policy of Chinese higher education /." Oslo : Pedagogisk forskningsinstitutt, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/pfi/2008/72091/Thesis-JunhuixJiao.pdf.

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Bassok, Daphna. "Three essays on early childhood education policy /." May be available electronically:, 2009. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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Nilphan, Pad. "Internationalising Thai higher education : examining policy implementation." Thesis, University of Leeds, 2005. http://etheses.whiterose.ac.uk/331/.

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This thesis examines the implementation of the policy of internationalising higher education in Thailand during a period marked by global and national liberalisation and by transition and reform. The main research question is: to what extent has the Thai state's policy of internationalising higher education been implemented? The thesis reviews two main bodies of literature to answer this question, examining them in the Thai context. First, studies of the internationalisation of higher education are reviewed in order to provide the background to current debates and to frame a set of ideal goals for the internationalisation of higher education in Thailand. Second, studies on the higher education system and the policy implementation process are used to investigate the Thai higher education system's policy implementation process. The thesis centres on two main case studies reflecting the two primary functions of universities: teaching and research. The first study relates to the teaching of commercial and business administration courses in international programmes. The second study relates specifically to internationalised scientific research. The thesis argues that Thai higher education is in a dilemma: it must implement successful internationalisation and reform its structure and social values, particularly in order to accommodate new ideas driven by market forces. Yet, it is prevented because the bureaucratic structure and values of the 'state authority' and the public universities prevail, while the market pressurises each institution and individual to pursue their self-interests. As a result, qualitative internationalisation is difficult to put into practice. The original contribution of this thesis is not only the empirical data gathered during intensive fieldwork, but also an attempt to analyse the internationalisation of Thai higher education by examining the country's higher education system and its policy implementation process. Previous studies on the internationalisation of higher education have mostly focused on the developed world, and those focusing on developing countries have not particularly considered the problems related to national higher education systems and policy implementation processes. This study not only considers the duties and functions of particular universities; it also places the internationalisation of the Thai higher education system in its macro-political and socio-economic context, and thus is able to explore and explain the fundamental problems affecting the policy implementation process.

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Jurns, Carolyn Sue. "Promoting Policy Advocacy in Nursing via Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3688.

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Nurses have a professional, ethical, and social responsibility to advocate for optimal healthcare and an optimal professional environment. However, nurses often default on that responsibility. Leadership at a national nursing organization's state affiliate (SNO) perceived a need to optimize its members' policy advocacy. To meet that need, the Policy Advocacy Toolkit for Nurses (PATN) was developed for this doctoral project. The evidence-based PATN relied on established theories and frameworks, notably Knowles' adult education theory and Kingdon's multiple streams approach; research specific to this project; evidence from other researchers, healthcare organizations, and government websites; and input from a statistician, nursing education experts, and SNO personnel. The PATN's creation had 2 research questions. The first research question asked what SNO members' motivators and barriers to advocacy were. Chi square tests of survey results addressing this issue found significant relationships between advocacy levels and perceived speaking skills (χ2[4, N = 176] = 30.435, p = .000), understanding of SNO's daily advocacy activities (χ2[4, N = 176] = 17.814, p=.001), and understanding of policy creation (χ2[4, N = 176] = 33.830, p = .000). The second research question asked if the PATN's design was significantly improved after incorporating SNO design-stakeholders' input. A paired sample t test revealed no significant difference (p>.05) in the PATN with the stakeholders' input added. Details for evaluating the PATN's sustained effect on political astuteness, as offered in this doctoral project, were provided to the SNO. The PATN, evidence-based and built on the perceived needs of its intended users, should promote positive social change by promoting nurse advocacy.

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Kemp, Jeffrey S. "Education policy administration: A journey of discovery." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36588/1/36588_Digitised%20Thesis.pdf.

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In recent years pressure has been brought to bear on those responsible for Catholic Education to rethink educational administration. A repackaging and renaming of the long standing suite of Commonwealth Targetted Programs as the National Equity Program for Schools (NEPS) saw cash-strapped educational authorities around the nation sign binding educational and financial agreements to access the supplementary equity funds. The response of Brisbane Catholic Education was to appoint this researcher as Principal Education Officer - Equity Services responsible for the development and implementation of Equity policy in Primary schools and Secondary Colleges in the Archdiocese. The requirement of such policy was that it delivered a particular Catholic brand of equity while respecting the accountability requirements of the Department of Employment Education Training and Youth Affairs (DEETYA) as the educational agent of the Commonwealth Government. A requirement then to function as an educational policy administrator provided the catalyst for this research. At the outset of this study, a hierarchical, linear view of policy was assumed. Little emphasis was given to the impact government, system organisational history, view of equity, or current administrative practice had on policy administration. The assumption was that policy would reflect system values and assumptions and that it would be readily embraced by quiescent administrators aligned with the system. An understanding of policy as a fragmented, complex process was argued as offering possibilities for framing thought on policy administration. Following McKay (1996) semi structured interviews were utilised to amplify the audible whispers of system and school level administrators in regard to the system equity policy. Reflection on the data led to three key lessons being identified in respect to education policy administration. Lesson 1 stresses the need to understand policy as a complex, serendipitous process representing temporary settlements between competing forces existent and operating at every level of policy administration. Lesson 2 highlights a need for consideration of the contextual environment within which policy is administered. Equity policy administrators are encouraged to act as leaders of learning organisations and to exercise license in the administration of equity policy framed within clearly articulated system parameters. Lesson 3 advocates the adoption of a policy administration plan featuring high levels of communication between those responsible for policy administration. In this case, the familiar framework of the Self-Renewing Catholic School process is seen to offer a useful vehicle for equity policy implementation and renewal.

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Burch, Isabella. "Realizing the Right to Education: An Evaluation of Education Policy in Six States of India." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1363.

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The Right of Children to Free and Compulsory Education Act is India’s most recent national-level policy in pursuit of universalizing elementary education. While some states have been successful at increasing the number of students who attend school, reducing dropout rates, and reducing the rates of out of school children, others are still struggling to make progress. The states that are successful are surprising in some instances because they are not particularly wealthy, they have large rural populations, and some face larger socio-political issues. This thesis finds that the states succeeding in meeting RTE goals are not always the states that are the best at implementing RTE norms. States are often successful when they violate the RTE norms in order to suit their communities’ educational needs. States are also successful when they introduce child welfare policies outside of education in order to address external issues that prevent children from attending school.

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TARRY, DANIELLE IRENE. "PUBLIC POLICY FOR EDUCATION: AN ANALYSIS OF PRIORITIES ESTABLISHED BY TASK FORCES ON EDUCATION AND ARIZONA STATE POLICY MAKERS." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188040.

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The purpose of this study was to compare the activities of four policy actors in Arizona with common recommendations of eight task force studies on K-12 public education in an effort to determine changes in policy priorities for education in Arizona from 1981 through 1984. The policy actors investigated were the Arizona State Board of Education, the Arizona Legislature, Arizona Governor Bruce Babbitt, and the lobby efforts of the Arizona Education Association. Activities of these four policy actors were compared with common recommendations from The Paideia Proposal--An Educational Manifesto, A Nation at Risk: The Imperative for Educational Reform, Making the Grade, Action for Excellence--A Comprehensive Plan to Improve Our Nation's Schools, A Place Called School-Prospects for the Future (national reports), Education in Arizona: Popular Concerns Unpopular Choices, A Statewide Report Concerning Public Education, and A Call to Excellence--A Plan for the Renewal of Arizona Public Schools (state reports). A comparative documentary analysis was made of the quantitative and qualitative data gathered. It was found that 17 recommendations were common (consensus of four or more) among the five national and three state reports under consideration: (1) establishing a K-12 core curriculum; (2) upgrading textbooks; (3) increasing the amount of homework required; (4) lengthening the number of days in the school year; (5) providing extra programs for slow learners and gifted students; (6) lengthening the school day; (7) establishing codes of student conduct; (8) improving the use of school time; (9) increasing preschool and kindergarten programs; (10) removing tasks from teachers; (11) improving student attendance; (12) improving teacher preparation programs; (13) increasing teachers' salaries; (14) providing 11-12 month teacher contracts; (15) rewarding superior teachers; (16) evaluating teachers; and (17) defining the principal's role as instructional leader. Using the 17 common recommendations for education policy as a screening device, it was determined that the majority of new education policy in Arizona emanated from the State Legislature from 1981 through 1984. The Arizona State Board of Education seemed second in the amount of influence generated. Governor Bruce Babbitt and the Arizona Education Association played lesser roles as far as successful completion of their respective recommended policies were concerned.

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Gunyon, Richard. ""The Best Possible Education": Federal Indian Educational Policy in the Public Schools, 1969-1980." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13293.

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The scholarship regarding the education of American Indians has focused primarily on the trials and atrocities of the period between 1870 and 1930. This thesis expands this analysis and explores the shifts in Indian educational policy that occurred in the mid to late twentieth century. Whereas federally controlled institutions had served as the primary means of educating Indian students prior to the 1930s, between the 1940s and 1960s, the federal government began shifting Indian children into state-controlled public schools. Unbeknownst to federal policymakers, this shift effectively limited federal control of Indian education by putting this control largely in the hands of local white communities whose goals for Indian education often differed greatly from those of the federal government. This limiting of federal power was most clearly demonstrated in the 1970s, when federal policymakers attempted to create a policy of self-determination for Indian education that was applied in only a limited fashion by state public schools.

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Mitchell, Georgina Ann. "Economics of education| Analyzing policies that affect success in education." Thesis, Washington State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717416.

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The first of these three papers is an empirical study estimating the impact of peer academic support on university course grades. Results suggest that, on average, about twelve peer academic support sessions increase a student's course grade by approximately one full grade point, holding constant a student's academic ability and socioeconomic status. Supplemental instruction is potentially a more effective method of peer academic support than individual peer academic support sessions and low-performing students benefit more from peer academic support than high-performing students.

The second paper analyzes the educational impact of Native American tribal casino in Washington State. We empirically study the effect tribal casinos have on the dropout rate of schools located near tribal casinos. Next we examine the impact on the dropout rate from per capita payments. Since each federally recognized tribes is a sovereign nations, each tribe makes its own laws governing the payout of these payments. These payments are largely funded by casinos. In Washington State all tribes that make per capita payments put minor tribal member's payments in trust funds that are not technically accessible until the minor child turns 18. These trust funds are having an effect on the dropout rate of young Native American adults.

The third paper examines the effect of the gender of the student, tutor and professor on the duration between tutoring sessions. Results suggest that the female students have a shorter duration between tutoring sessions. The gender of the tutor or the gender of the instructor had no effect on our results however if the student and instructor were the same gender the duration between tutoring sessions shorter. This was true for both male and female students.

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Silva, Marcela. "The Impact of Educational Policy on Racial Demographics of Tertiary Education in Brazil." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1274.

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Brazil faces low levels of educational achievement at the tertiary level. Historically, higher education institutions in Brazil are predominately attended by wealthier individuals. Two educational initiatives, Prouni, a scholarship program for private tertiary institutions, and Lei de Cotas 2012, an affirmative action law for public institutions, have been implemented to assist students coming from low income backgrounds. The majority of individuals in low income brackets in Brazil tend to be people of color, so inadvertently these policies may have an effect on racial minorities. This study explores the effect of the aforementioned policies on racial minority groups in higher education by reviewing previous studies and analyzing racial demographic data of higher education institutions, and concludes that the Lei de Cotas is most effective for students from racial minority backgrounds.

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Sowa, Jessica Elizabeth O'Leary Rosemary. "Changing a policy field? : policy design and collaboration in early care and education." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Zhao, Fengping. "Policy transfer in developing countries : the transformation of higher education policy in China." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439789.

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Corbett, Margaret Anne Trewartha. "Ideas, institutions and policy entrepreneurship in European Community higher education policy, 1955-95." Thesis, London School of Economics and Political Science (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396779.

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Kirton, Alison. "Access to higher education : a case study of policy intentions and policy effects." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020380/.

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This thesis investigates the relationship between policy intentions and policy effects. As a qualitative case study, the research focuses on an access course developed by teachers in a sixth form college in inner London. The study examines teachers' motives and students' experiences of the course as well as their post college careers over seven years. It draws on a combination of data, including interviews with teachers and students and documentary materials. In order to contextualise the research, four 'episodes' in the national development of access education are examined. Ball's policy cycle provides a theoretical framework and a toolbox of theories and concepts are employed, drawn from feminism(s) as well as structural and post-structuralist perspectives. The empirical study begins by telling the teachers' story of the development and demise of this access policy. The focus then moves to the students and the extent to which they could re-write the policy text and how this changed in different contexts of the policy cycle. At the sixth form college the opportunities for such re-making were considerable, with students characterised as 'receivers', 'rejecters' and the largest group 'recreators'. In higher education and in job seeking their room to manoeuvre was much more constrained. A recurring theme throughout the thesis is that despite the social justice intentions of these teachers some aspects of the policy were stigmatising. Targeting students for special treatment involved drawing attention to their 'difference' in order to justify the allocation of resources. This involved a recognition-redistribution dilemma and may have disadvantaged them further in some ways. This thesis supports former research findings of the mismatch between the ethos and teaching methods of access courses and those of higher education. Despite juggling and struggling with the demands of their degree courses the majority of students were eventually 'successful.' Four students rejected higher education in favour of alternative careers and even those with degree qualifications found these did not ensure graduate employment. The policy cycle approach is developed theoretically by adding explanatory power through the concept of recognition-redistribution dilemmas and by providing some evidence that the model under-emphasises structural constraints. The thesis concludes by highlighting issues confronting the future of access education.

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Fowles, Jacob. "PUBLIC HIGHER EDUCATION GOVERNANCE: AN EMPIRICAL EXAMINATION." UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/100.

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Public higher education is a large enterprise in the United States. Total state expenditures for higher education totaled nearly $152 billion dollars in FY2008, accounting for over ten percent of total state expenditures and representing the single largest category of discretionary spending in most states (NASBO, 2009). The last three decades have witnessed the introduction of hundreds of pieces of legislation across states which make structural changes to state higher education governance systems (Marcus, 1997; McLendon, Deaton, and Hearn, 2007). Despite the ubiquity of state higher education governance change much remains unknown, both in terms of why states choose to enact reforms as well as the implications of state governance arrangements for institutional performance. This dissertation attempts to fill these critical gaps in knowledge. First, it surveys the historical development of state higher education governance structures and reviews the limited empirical literature regarding the antecedents and impacts of various state approaches to higher education management. Drawing on this literature, the first empirical chapter, utilizing hazard modeling, seeks to uncover the factors associated with state enactment of legislation decentralizing higher education governance. It finds that state fiscal characteristics emerge as strong predictors of decentralization. Specifically, states with greater tax efforts are much less likely to decentralize, while states experiencing real dollar declines in tax revenues are much more likely to decentralize, all else constant. The second empirical chapter explores the implications of state management of public higher education for institutional degree completion rates. Utilizing a unique, institutional-level dataset comprising 518 public, four-year institutions of higher education in the United States, it finds that, controlling for relevant institutional-level characteristics such as institutional selectivity, mission, and per-FTE student expenditures, inter-institutional competition emerges as a powerful predictor of student degree completion. Institutions operating in more competitive environments—defined as states with less concentrated undergraduate enrollments and states with weaker higher education governance structures—graduate students at higher rates than institutions operating in less competitive environments. The dissertation concludes by discussing the implications for these empirical findings for policy makers seeking to enhance the efficiency and effectiveness of public higher education.

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Serefoglu, Henkoglu Halise. "Computer Education In Turkish Basic Education Schools: Gaps Between Policy And Practice." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610675/index.pdf.

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The purpose of this study is to investigate the current status of computer education in Turkish basic education schools by exploring the perceptions of computer teachers in terms of the policy of new computer education curriculum, which was prepared in 2006, and its actual implementations in schools. The primary aim of the study is to develop a deeper understanding about the effects of new computer education curriculum on the basic education school computer teachers and students, and their perceptions about the effectiveness of the new curriculum. The second aim is to criticize the main barriers and enablers in computer education by comparing the policy of computer education with the existing school practice. In this study, a mixed method research approach including both quantitative and qualitative traditions is employed as the primary research method of the study. A mixed method approach is followed based upon a quantitative method to explore the perceptions of computer teachers and a follow-up qualitative method including document analysis to confirm and complement the quantitative findings. By using both qualitative and quantitative data collection and analysis techniques, it was aimed to answer the research questions sufficiently in a single study and enhance the reliability and validity of the research results. In this study, firstly, quantitative data was collected by using a questionnaire as a preliminary analysis of computer teachers&rsquo
perceptions regarding new computer education curriculum. Secondly, qualitative data was collected and analyzed to explain and refine the results obtained through quantitative data in the first phase. In addition to the open-ended items in the questionnaire, qualitative data was obtained from the messages posted by computer teachers in online asynchronous discussion forums about the problems they encounter in their profession
and through newspapers about computer education and the occupational problems of computer teachers. The results of the present study reveal that with the introduction of new computer education curriculum, many problems have emerged in the actual implementations of computer education courses in basic education schools. The most important of these problems are results of the elective status of computer education course and the limited time allocated for this course.

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Bonsuuri, Camillo Abatanie. "Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/248.

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In 1995, Ghana’s education policymakers imposed a ban on all extra classes initiated and organized on school premises and public buildings, by individual teachers or groups of teachers, for which students were charged extra fees. The ban is referred to as the “policy on extra classes.” This study examined the genesis and justification of the said policy, including the current phenomenon of extra classes in Ghana. The study analyzed the policy’s impact on secondary education in the country, particularly Northern Ghana, using the lens of education stratification in a qualitative interpretive policy analysis approach. Interviews of leading Ghana education officials conducted in 2010 were the predominant source of data in this research, with corroboration from analysis of policy texts and review of the media. The conclusions and recommendations that emerged from this study included: accountability, the responsible use of school time and instructional time, and education equity and adequacy. Other issues concerned social justice, teacher remuneration and motivation, and the need for equitable national education policies that reckon with the disparities in the country. In particular, this study took issue with the culture of nonimplementation of education policies in Ghana, with particular reference to the policy on extra classes. The study contended that the partial or non-implementation of education policies deepens education stratification in the country.

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Shawa, Lester Brian. "Can higher education policy frameworks engender quality higher education in Malawian universities?" Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21793.

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Thesis (MEd)--University of Stellenbosch, 2007.
ENGLISH ABSTRACT: Through policy document analyses and in-depth semi-structured interviews, this thesis examines the potential of higher education policy frameworks to engender quality university education in Malawian universities. Pertinent to the fast-growing higher education sector in Malawi is the connection between higher education policy frameworks and quality delivery of university education. Education policy frameworks in Malawi are mainly a response to the government’s broad policy of poverty alleviation. Thus this thesis argues that quality university education ought to contribute to poverty alleviation especially by assisting the country to achieve its Millennium Development Goals (MDGs) and to implement the initiatives of the New Economic Partnership for Africa’s Development (NEPAD). To engender quality university education that could help to alleviate poverty in Malawi, this thesis through Habermasian critical inquiry proposes that quality ought to be the corollary of defensible higher education policy frameworks, policy documents need to delineate quality parameters, access to university education needs to be increased and, inevitably, discursive or deliberative higher education policy making ought to be given primacy.
AFRIKAANSE OPSOMMING: Aan die hand van beleidsdokumentontleding en diepgaande, semigestruktureerde onderhoude, ondersoek hierdie tesis die potensiaal van hoëronderwysbeleidsraamwerke om gehalte universiteitsonderrig in Malawiese universiteite teweeg te bring. Van besondere belang vir die snelgroeiende hoëronderwyssektor in Malawi is die verband tussen hoëronderwysbeleidsraamwerke en die lewering van gehalte universiteitsonderrig. Malawiese onderwysbeleidsraamwerke is hoofsaaklik 'n reaksie op die regering se omvattende armoedeverligtingsbeleid. Daarom voer hierdie tesis aan dat gehalte universiteitsonderrig tot armoedeverligting behoort by te dra, veral deur die land te help om sy millenniumontwikkelingsdoelwitte (MOD’s) te bereik en die inisiatiewe van die Nuwe Vennootskap vir Afrika-ontwikkeling (NEPAD) in werking te stel. Ten einde gehalte universiteitsonderrig teweeg te bring wat armoede in Malawi kan help verlig, doen hierdie tesis deur Habermasiese kritiese ondersoek aan die hand dat gehalte die uitvloeisel van verdedigbare hoëronderwysbeleidsraamwerke moet wees, dat beleidsdokumente gehaltegrense moet neerlê, dat toegang tot universiteitsonderrig verbeter moet word, en dat beredeneerde of oorwoë hoëronderwysbeleidbepaling onafwendbaar voorrang behoort te geniet.

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Ellington, Renata Denise. "Sexual Health Education Policy: Influences on Implementation of Sexual Health Education Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2971.

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High school youth in Grades 9-12 who are in public schools without comprehensive sexual health education (CSHED) are more likely to engage in high-risk sexual behaviors and have higher rates of HIV and sexually transmitted diseases than are their peers in schools with CSHED. The purpose of this correlational study was to explore the statistical relationship between the consistent implementation of CSHED, before and after the enactment of the Chicago Public Schools' (CPS) sexual health education policy, and the sexual risk behaviors of Chicago high school youth in Grades 9-12. The study was based on Antonovsky's salutogenic model of health and wellbeing. CPS students' sexual risk behaviors were analyzed using data obtained from the Youth Risk Behavior Surveillance System (YRBSS) for the years of 2007 and 2013. Logistic regression was used to estimate prevalence and odds ratios of each sexual risk behavior. The findings showed a complex pattern of and variances across the sexual risk behaviors analyzed. The prevalence of sexual behaviors among all students remained relatively stable. The prevalence estimates for students who drank alcohol or used drugs before the last sexual encounter and who were never taught about AIDS or HIV increased from 2007 to 2013. The likelihood of not using birth control pills before the last sexual intercourse encounter decreased among Black students; the likelihood that Hispanic/Latino students ever had sex, and had sex with 4 or more people in their life, decreased. The decrease of sexual risk behaviors indicates a positive influence by CSHED, while the increases indicate continuing challenges to the promotion of healthy sexual behaviors. These findings show the need for legislators and school administrators to increase support for the enactment of CSHED policy to help mitigate the sexual risk behaviors of high school youth.

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Dissertations / Theses on the topic 'Education policy'

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