Journal articles on the topic 'School of Education Policy and Implementation'
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1
Fuad, Nurhattati, Choirul Fuad Yusuf, and Rihlah Nur Aulia. "School Autonomy Policy Implementation in Emerging Country." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 210–24. http://dx.doi.org/10.9756/int-jecse/v14i1.221026.
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The purpose of this study was to analyze how school autonomy was implemented in Jakarta's Special Capital Region, which administratively serves as a barometer for the successful implementation of policies in Indonesia and emerging economies. The research examined how school autonomy has been applied at the school level in terms of program and budget management, curriculum creation, teacher development, and community development. The topics were administrators, teachers, school leaders, and school committee members from 313 Jakarta public primary schools. Data were gathered utilizing a combination of qualitative and quantitative methods, including surveys, interviews, focus groups, and documentary studies. The research indicated that the implementation of school autonomy in Jakarta varies in terms of success, and is contingent on the school's competence and innovation in utilizing its authority and responsibility to grow the institution. Additionally, it is discovered that the weaknesses that must be addressed in order for autonomy to be effective are related to the low quality of leadership demonstrated by school principals, teachers, and school committee participation in management, all of which contribute to the ineffective implementation of school autonomy.
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Sudaryono, Sudaryono, and Ine Kusuma Aryani. "School Policy in Improving Discipline Character of Elementary School Students." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 2 (September 22, 2021): 101. http://dx.doi.org/10.30595/dinamika.v13i2.11554.
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This research was conducted to find out, explore, study, and describe the implementation of disciplinary character education in elementary schools and expected to help find the right policies to support the successful implementation of character education. The type of data used is secondary data. This research uses the literature study method. The data obtained were collected, analyzed, and concluded obtain conclusions about the literature study. Based on the research results, literature studies from several research results and journal articles indicate that implementation school policies by establishing good cooperation between all school residents and school committees can increase the success of the implementation of character education in elementary schools.
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Amir, Ahyar. "Public Policy Implementation: Study on Educational Budgeting of Palopo." Journal La Sociale 1, no. 1 (January 29, 2020): 5–11. http://dx.doi.org/10.37899/journal-la-sociale.v1i1.19.
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This study aims to analyze the content of the policy in the implementation of the Education Budget in the Palopo City Budget and to analyze the policy context in the implementation of Palopo Regional Educational Budgeting in the. This study uses a qualitative approach through the use of interviews, direct observation in the field and analysis of written materials as the main data source. From the research results obtained, the indicator of interest that is influenced shows the interests of the school become more attentive and more accommodated. Implementation of Free Education in the field where the school benefits in the form of the use of free education funds for additional incentives from teaching hours of teachers outside of school hours and additional operational costs, the use of free education at the elementary level more budget absorbed for intensive teachers and for junior high school budgets more absorbed in the costs of supporting school activities such as stationery for the office and teaching and learning activities. In the implementation of free education, the decision-making process is carried out through deliberations that involve all interested parties (students' parents through the school committee and the school itself). Characteristics that are different from each school makes it difficult for schools to implement free education programs. The existence of this free education program makes the active role of parents in paying attention to the learning of students to be reduced.
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Hall, William J., and Mimi V. Chapman. "The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students." Educational Policy 32, no. 4 (March 18, 2016): 507–39. http://dx.doi.org/10.1177/0895904816637689.
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Bullying is a significant problem in U.S. schools. Policies have been developed to reduce bullying, yet policy implementation by educators is an essential yet difficult and complex process. Few studies have investigated factors that act as barriers to or facilitators of bullying policy implementation and teacher protection of students. This study examined the influence of school context on educators’ capacity to implement a statewide bullying law and protect students from bullying following the enactment of the policy. Data were collected from 505 educators in 324 schools. School administrators tended to rate fidelity of policy implementation and teacher protection of students higher than teachers, education support professionals, and student service professionals. Policy implementation fidelity scores were higher in high schools than elementary schools. School size and the prevalence of student suspensions were inversely related to implementation fidelity. Higher levels of teacher protection were reported in elementary schools.
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Kristiana, Maria Dita. "Politics of Law on School Days Policy: Legal Reform on Indonesian Education Policy." Journal of Law and Legal Reform 1, no. 1 (October 15, 2019): 5–24. http://dx.doi.org/10.15294/jllr.v1i1.35405.
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The research is aimed to identify, analyze, and examine concerning to: (1) what is Permendikbud Law No. 23 of 2017 on the political politics of School Days? And (2) how is the implementation of Permendikbud Number 23 of 2017 concerning School Days in Semarang City? The method of this research is qualitative with the type of sociological juridical legal research. The research explored some information through interviews and observation in some schools in Semarang as well as Education Unit in Semarang Government. The research highlighted that the law politics of School Day in Semarang City included the substance of Permendikbud Number 23 of 2017, namely the strengthening of character education at the high school level, provisions on school days and hours, and implementation of school day provisions. The philosophical reasons for five days of schooling are come up from Pancasila values and the opening of the 1945 Constitution to strengthen character or character as the spirit of the national spirit. Juridical purposes for the five-day school policy are sourced from laws and regulations that every child has the right to education, the provision of learning that is democratic and fair and non-discriminatory, as well as the fulfillment of the obligation to total teaching hours for teachers as employees of the state civil apparatus. The research concluded that the implementation of Minister of Education and Culture Regulation No. 23 of 2017 concerning School Days by State High Schools in the City of Semarang is supported by four aspects of communication, disposition, human resources, and bureaucracy.
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Liu, Tingxi. "Home-school Cooperative Education." International Journal of Education and Humanities 4, no. 3 (September 27, 2022): 238–43. http://dx.doi.org/10.54097/ijeh.v4i3.1815.
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In the new era of socialism, with the changes of social economy and population, education also closely follows the pace of reform changes. In order to develop the education cause, the implementation of the "double reduction policy" undoubtedly injected a strong dose for the reform of the compulsory education stage. The so-called "double reduction" policy is to reduce the excessive homework burden of primary and middle school students in the compulsory education stage and reduce the excessive off-campus training for students. This paper reviews a series of historical policies aimed at reducing the burden of compulsory education, discusses the historical origin of the "double reduction" policy, and gives corresponding consideration to the implementation and measures of the "double reduction" policy in light of the current social situation.
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Thajane, S. B., and M. G. Masitsa. "An investigation into policy implementation by primary school principals in the Free State province." South African Journal of Education 41, Supplement 2 (December 31, 2021): S1—S12. http://dx.doi.org/10.15700/saje.v41ns2a1960.
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Despite numerous attempts by the Free State Department of Education to train primary school principals on how to design and implement school policies, numerous schools do not implement school policies satisfactorily. In this article we examine the implementation of school policies in township primary schools in the Free State province, South Africa. The sample of the study consisted of 60 township primary school principals who were randomly selected from 160 township primary schools across the province. The participants completed a questionnaire based on policy implementation in township primary schools. Prior to completion, the questionnaire was tested for reliability using the Cronbach alpha coefficient. The questionnaire was found to have a reliability score of 0.909, which indicates a high level of internal consistency. The questionnaire was electronically analysed using the SPSS. The results of the analysis reveal that some school policies were reasonably well implemented at schools, while other policies were poorly implemented. This article concludes with recommendations on addressing the problem.
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Jeongho [John], Lee, and Jeong Jin Woo. "Explanatory Factors for the Uneven Implementation of Charter School Policy." Korean Journal of Policy Studies 27, no. 1 (April 30, 2012): 153–72. http://dx.doi.org/10.52372/kjps27108.
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Charter schools are regarded as the fastest growing and most impressive innovative institution in public education in Colorado. However, a charter school policy has been unevenly implemented across Colorado school districts. This study aims to clarify what conditions lead to this uneven implementation. To examine the efforts of Colorado school districts to innovate within the conventional public school system, it analyzes several hypotheses based on the diffusion model and socioeconomic factors with an ordinary least squares regression model. Statistical analysis demonstrates that three predictor variables-diffusion, educational level, and alternative innovation-positively influence the social phenomenon that each Colorado school district shows different efforts in the implementation of charter school policy. Among them, the number of alternative schools is the strongest regressor, and the existence of neighboring school districts with charter schools is the second strongest regressor that exerts powerful effects to account for the wide variance in the implementation of Colorado school districts` charter school policy.
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Liu, Xia. "Influencing Factors of School Physical Education Policy Implementation Based on AHP." Tobacco Regulatory Science 7, no. 5 (September 30, 2021): 2902–15. http://dx.doi.org/10.18001/trs.7.5.1.58.
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Objectives: AHP (Analytic Hierarchy Process) is used to analyze the influencing factors of school physical education policy implementation. Methods: Based on the established hierarchical structure model of influencing factors of school physical education policy implementation, the importance of indicators in each level is compared in pairs, the judgment matrix is established step by step, the relative importance order weight of each level element is calculated, and the consistency test is carried out, and then the ranking of each level and the general ranking are obtained. Results: The results show that the principal, as the first responsible person for the implementation of school sports policy, plays a directional decisive role in the implementation of school sports policy. Organizational mechanism and funding guarantee factors are necessary conditions for the implementation of school sports policy, and school sports policy factors are a powerful driving force for the implementation of school sports policy. Conclusion: AHP provides theoretical reference for better understanding the influencing factors of school physical education policy implementation and putting forward corresponding intervention measures.
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Nurhasanah, Ana, Arita Marini, and Mohamad Syarif Sumantri. "PENGELOLAAN PENDIDIKAN BERBASIS KEBIJAKAN GENDER DI SALAH SATU SEKOLAH DASAR BANTEN." ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 11, no. 1 (July 5, 2021): 79. http://dx.doi.org/10.24114/esjpgsd.v11i1.24729.
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One of the important things that need to be considered in the management ofelementary school education (SD) is to build education that is equal. From the beginning,efforts must be made to implement gender justice in primary school education. This studyaims to determine the implementation of primary school education management based ongender policies and indicators of gender policy-based education management inelementary schools at SD Negeri Serdang 1, Kramatwatu District, Serang Regency. Theresearch method used is narrative research (Cresswell, 2012), with interview techniquesand documentation analysis. The results showed that the implementation of gender-basededucation management in primary schools has been carried out by referring to genderresponsive school indicators.Keywords: Education Management, Gender Policy, Elementary School
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Safaruddin, Safaruddin, Juanda Nawawi, Nur Indrayati Nur Indar, and Muhammad Tang Abdullah. "Learning Innovation in Elementary School to Welcome the New Normal In Makassar City." International Journal Papier Public Review 2, no. 4 (November 30, 2021): 70–79. http://dx.doi.org/10.47667/ijppr.v2i4.120.
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The application of policy adaptive to the implementation of policies in the world of education will result in a control. The existence of a policy adaptive policy that is applied can measure 70% of the output generated from the policy. Therefore, policy adaptive makes policy implementation in the world of education more active to contribute in achieving the required tasks. This study aims to (1) describe and analyze educational policy settings. (2) Describe the design and implementation of education policies. (3) Knowing policy monitoring on the implementation of education policies. This research method uses a descriptive qualitative approach through case studies. Collecting data through observation, interviews, and documentation. Data analysis uses data reduction, data presentation, verification, and drawing conclusions. The results of this study found that policy adaptation in the implementation of education policies in the Covid 19 Era was applied with 3 indicators, namely (1) policy settings through 6 important points whose implementation was in accordance with the ability of the school. (2) the design and implementation of education policies is carried out through 9 points, namely SOP, School Task Force, Curriculum Design, Design of technical guidance and special training for educators, PTM scenarios for online learning, and coordination of schools with supervisors, task forces, health centers and the Committee for Policy Implementation Government. (3) policy monitoring on the implementation of education policies carried out through 6 stages.
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Desimone, Laura. "How Can Comprehensive School Reform Models Be Successfully Implemented?" Review of Educational Research 72, no. 3 (September 2002): 433–79. http://dx.doi.org/10.3102/00346543072003433.
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Comprehensive school reform, or CSR, a currently a popular approach to school improvement, is intended to foster schoolwide change that affects all aspects of schooling (e.g., curriculum, instruction, organization, professional development, and parent involvement). Federal, state, and local legislation and funding have supported CSR implementation, and in 1997 Congress enacted the Comprehensive School Reform Demonstration program, which gives financial support to schools adopting such reforms. This article reviews and synthesizes the literature that documents CSR implementation, positing that the more specific, consistent, authoritative, powerful, and stable a policy is, the stronger its implementation will be. It finds that all five policy attributes contribute to implementation; in particular, specificity is related to implementation fidelity, power to immediate implementation effects, and consistency, authority, and stability to long-lasting change.
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Mavrogordato, Madeline, and Rachel S. White. "Leveraging Policy Implementation for Social Justice: How School Leaders Shape Educational Opportunity When Implementing Policy for English Learners." Educational Administration Quarterly 56, no. 1 (January 28, 2019): 3–45. http://dx.doi.org/10.1177/0013161x18821364.
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Purpose: School leaders become arbiters of educational opportunity by shaping how policies are implemented within their buildings. Yet the role that school leaders play in enacting policies designed to expand equity for historically marginalized groups of students such as English learners (ELs) has received little attention in the research literature. This study examines the role that school leaders play in enabling or obstructing social justice by examining how leaders implement one policy, that which dictates the process of exiting students from EL status and reclassifying them as English proficient. Research Method: We conducted qualitative case studies of eight elementary schools across four districts in Texas, each of which included an observation of the year-end meetings when committees review EL students’ files and make reclassification decisions, as well as a semistructured focus group interview. Findings: School leaders both enable and obstruct practices that reflect social justice leadership while implementing reclassification policy, but lack awareness that they are doing so. Policy understanding and approach to implementation mediated the ways in which school leaders were able to leverage policy implementation to enable social justice and promote equity. Implications: We draw upon research findings to provide a framework for helping school leaders leverage policy implementation to enact social justice in their schools.
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Chriqui, Jamie F., Julien Leider, Lindsey Turner, Elizabeth Piekarz-Porter, and Marlene B. Schwartz. "State Wellness Policy Requirement Laws Matter for District Wellness Policy Comprehensiveness and Wellness Policy Implementation in the United States." Nutrients 13, no. 1 (January 9, 2021): 188. http://dx.doi.org/10.3390/nu13010188.
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Beginning with the school year 2006–2007, U.S. school districts participating in the federal Child Nutrition Programs were required to adopt and implement a local wellness policy (LWP) that included goals and/or standards for nutrition education, school meals, other foods sold or served in schools, and physical activity. A primary challenge with LWPs has been inconsistent implementation. This study examined whether state wellness policy requirement laws and district LWP comprehensiveness influence district level implementation, using law/policy data from the National Wellness Policy Study and school food authority (SFA)-reported district LWP implementation from the School Nutrition and Meal Cost Study. Generalized linear and structural equation models were used, controlling for SFA and district characteristics. SFAs in states with wellness policy requirement laws (vs. those in states without) reported implementing significantly more practices (59.56% vs. 44.57%, p < 0.01). State wellness policy requirement laws were associated with district LWP comprehensiveness (coeff.: 0.463; 95% CI: 0.123, 0.803) and district-level implementation (coeff.: 1.392; 95% CI: 0.299, 2.485). District LWP comprehensiveness was associated with district implementation (coeff.: 0.562; 95% CI: 0.072, 1.053), but did not mediate the state law–district implementation relationship. This study highlights the important role that state laws and district LWPs can play in facilitating wellness policy implementation.
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Chriqui, Jamie F., Julien Leider, Lindsey Turner, Elizabeth Piekarz-Porter, and Marlene B. Schwartz. "State Wellness Policy Requirement Laws Matter for District Wellness Policy Comprehensiveness and Wellness Policy Implementation in the United States." Nutrients 13, no. 1 (January 9, 2021): 188. http://dx.doi.org/10.3390/nu13010188.
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Beginning with the school year 2006–2007, U.S. school districts participating in the federal Child Nutrition Programs were required to adopt and implement a local wellness policy (LWP) that included goals and/or standards for nutrition education, school meals, other foods sold or served in schools, and physical activity. A primary challenge with LWPs has been inconsistent implementation. This study examined whether state wellness policy requirement laws and district LWP comprehensiveness influence district level implementation, using law/policy data from the National Wellness Policy Study and school food authority (SFA)-reported district LWP implementation from the School Nutrition and Meal Cost Study. Generalized linear and structural equation models were used, controlling for SFA and district characteristics. SFAs in states with wellness policy requirement laws (vs. those in states without) reported implementing significantly more practices (59.56% vs. 44.57%, p < 0.01). State wellness policy requirement laws were associated with district LWP comprehensiveness (coeff.: 0.463; 95% CI: 0.123, 0.803) and district-level implementation (coeff.: 1.392; 95% CI: 0.299, 2.485). District LWP comprehensiveness was associated with district implementation (coeff.: 0.562; 95% CI: 0.072, 1.053), but did not mediate the state law–district implementation relationship. This study highlights the important role that state laws and district LWPs can play in facilitating wellness policy implementation.
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Shafie, Osma, Fauziah Ab Rahim, and Sarimah Shaik Abdullah. "PRE-SCHOOL CURRICULUM: IMPLEMENTATION CHALLENGES." Practitioner Research 3 (July 31, 2021): 121–39. http://dx.doi.org/10.32890/pr2021.3.6.
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Early Education is vital for the continuous learning of children. Preschool teachers play their role and are also responsible for implementing teaching and learning, using the National Preschool Curriculum and Assessment Standard Document (DSKP KSPK). However, there are constraints in the implementation of the DSKP KSPK. This article aims to present the challenges faced by pre-school teachers in teaching and learning in pre-schools. The challenges faced include external and internal factors. External aspects involve the nation’s policy and leadership, trust and societal culture and school administrators. Internal challenges include teachers’ readiness regarding knowledge in the area, level of understanding, skills and attitude. In conclusion, previous studies also present challenges that require continuous training to be given to teachers and administrators to strengthen early childhood education.
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Timar, Thomas B. "A Theoretical Framework for Local Responses to State Policy: Implementing Utah’s Career Ladder Program." Educational Evaluation and Policy Analysis 11, no. 4 (December 1989): 329–41. http://dx.doi.org/10.3102/01623737011004329.
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In 1983, the Utah State Legislature enacted a career ladder program for teachers as the centerpiece of the state’s school reform effort. This paper assesses local implementation responses to the career ladder program. Specifically, this paper addresses the question, Under what circumstances and conditions do schools implement the career ladder program in a manner that is consistent with state policy intent? Additionally, the author argues that local implementations of the program can be classified into four types of implementation response.
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Anderson, Kaitlin P., and Sarah McKenzie. "Local Implementation of State-Level Discipline Policy: Administrator Perspectives and Contextual Factors Associated With Compliance." AERA Open 8 (January 2022): 233285842210753. http://dx.doi.org/10.1177/23328584221075341.
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Many states and school districts are implementing reforms to reduce reliance on exclusionary discipline such as out-of-school suspension and expulsion. This article uses survey and administrative data to study the implementation of a state-level policy limiting elementary school out-of-school suspension and expulsions. While the results are limited in sample size and generalizability, we find that survey respondents from relatively disadvantaged schools reported greater difficulties and challenges with implementation and tended to comply at lower rates. Policy makers seeking more equitable implementation of these types of reforms should work with schools to better understand and attend to local preferences, buy-in, and capacity for implementation.
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LaRocque, Linda. "Policy Implementation in a School District: A Multiperspective Approach." Canadian Journal of Education / Revue canadienne de l'éducation 11, no. 4 (1986): 486. http://dx.doi.org/10.2307/1494585.
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Rahman, Abdul, Mawar Mawar, Retnowati Wahyuning Dyas Tuti, Nida Handayani, and Muhammad Sahrul. "Key Determinants of Elementary School Education Policy Implementation in Border Region." Jurnal Ilmiah Ilmu Administrasi Publik 11, no. 1 (June 7, 2021): 111. http://dx.doi.org/10.26858/jiap.v11i1.20585.
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The momentum of decentralization that occurred in 1998 gave hope for the improvement of the quality of education services, especially in border areas. However, although several of policy instruments have been established, some empirical studies precisely showed that hope still difficult to realize. This research aims to analyzing how key determinants of elementary school education policy implementation in border areas are operationalized, with Sekayam and Entikong Districts, Sanggau Regency, West Borneo Province as a specific locus. Qualitative approach with descriptive methods used in this research. Data collection techniques used are in-depth interviews, FGD, direct observation, and documentation, meanwhile data analysis techniques used Miles, Huberman, and Saldana models. This research finds that key determinants of elementary school education policy implementation in border areas which consists of the dimensions: design of the policy, stakeholders, context, the implementation strategy is not fully optimal. This research recommends several things such as: the government needs to increase the accessibility of better education, strengthen collaboration between the central government and local governments, strengthen planning and budgeting, and needed holistic evaluation of the application of E-Takola so that the aid mechanism provided to elementary schools in all border areas can be more effective.
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Barnett, Emma Priscilla, and Rouaan Maarman. "Principals’ views on the implementation of the no-fee policy through the lens of capability theory." South African Journal of Education, no. 40(3) (August 31, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n3a1673.
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The purpose of the study reported on here was to investigate the implementation of the no-fee schools policy in quintile 1 schools in the Frances Baard district of the Northern Cape province. The South African schooling system categorises schools into quintile 1 to 5 schools, and, since 2006, disadvantaged learners in quintiles 1 to 3 have been exempted from paying fees. This study explored the perceptions of school principals regarding the implementation of the no-fee policy in the South African context, by applying a capability approach, which offers a novel perspective. In the study we used a descriptive design located within the qualitative tradition. Nine principals from quintile 1 schools were purposively selected as participants. Data were collected using semi-structured interviews, and a thematic framework was used for analysis. The findings indicate that the no-fee schools policy is only implemented partially by stakeholders (principals and school governing bodies). Furthermore, it was found that there is a lack of knowledge about the content of the policy which consequently inhibits effective implementation. Based on the findings, it is recommended that the Department of Education monitors the implementation of the no-fee policy more closely.
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Mohd Nor, Zafirah, Abdul Rashid Abdullah, Rosita Jamaluddin, and Hazrina Ghazali. "BOARDING SCHOOL HEALTHY EATING POLICY IMPLEMENTATION OPINIONS OF SCHOOL TEACHERS: A QUALITATIVE STUDY." International Journal of Modern Education 3, no. 9 (June 15, 2021): 50–65. http://dx.doi.org/10.35631/ijmoe.39005.
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The collaboration between the Malaysian education and health ministry introduced a school healthy eating policy, where there was a requirement for food and drinks provided within the boarding schools to conform to standards based on macronutrients and energy content. The aim of the present study was to explore the experience of implementing a school healthy eating policy to inform the compliance of such policies being implemented into practices in the boarding school foodservice setting. A qualitative approach was used, with in-depth interviews exploring informants' involvement in, experiences of, factors affecting, and perceived outcomes of policy implementation. Interviews were conducted with fifteen teachers involves in administering the implementation of the school's healthy eating policy. Results were analyzed using a thematic analysis approach. Perceived challenges to implementation of school healthy eating policy included: students’ eating preferences, students’ eating style, unchanged menu cycle selections, and unhealthy choices of canteen menu. Teachers’ recommendations for successful implementation of policy to be well-practiced in real situations included: enhancement in nutritional education, revise menu, create a conducive healthy eating environment and limit the hours to the canteen. Participants identified that successful policy implementation hinged on the provision of resources and support by the government to the school stakeholders. Implementing a healthy eating policy within the boarding school setting benefits from dedicated resourcing, investment in relationship building with various stakeholders, and introducing changes gradually with a long-term approach.
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Renzulli, Linda A., and Vincent J. Roscigno. "Charter School Policy, Implementation, and Diffusion Across the United States." Sociology of Education 78, no. 4 (October 2005): 344–66. http://dx.doi.org/10.1177/003804070507800404.
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This article applies theoretical and empirical insights on diffusion to a contemporary, important, and striking case in point: the groundswell of state legislation on and implementation of charter schools over the past decade. Drawing from several data sources and using event-history analyses, competing risks, and random-effects negative binomial regression, the analyses examine how interstate dynamics and intrastate attributes affect the adoption of legislation on and the creation of charter schools within states. The findings reveal a strong mimetic tendency among adjacent states to adopt charter school legislation and regional similarities in the creation of charter schools. Internal attributes of states, such as competition between the private and public school sectors, the relative strength of teachers' unions, the presence of racial competition, urbanization, and political party dominance likewise play a role, depending on whether the analytic focus is on the adoption of legislation or the implementation of policy. The authors conclude by discussing the implications of the results for understanding the forces underlying innovation and change in educational policy.
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Luaylik,, Nur Fathin, Ach Resa Fachrizi, and Achmad Imam. "Strengthening Character Education in Formal Education Units Based on Minister Regulation of Education and Culture Republic of Indonesia (Study at Public Alementary School Pakong 1, Pakong District, Pamekasan Regency, Indonesia)." International Journal of Social Science And Human Research 05, no. 11 (November 7, 2022): 4917–23. http://dx.doi.org/10.47191/ijsshr/v5-i11-14.
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Indonesia is one of the countries that has experienced difficulties in implementing public policies, one of which is the implementation of the regulation of the Minister of Education and Culture of the Republic of Indonesia No. 20 of 2018 concerning strengthening character education in formal education units at Public Primary School Pakong, Public Primary School Pakong 1 is a school that is very much a role model. for other schools at Public Primary School Pakong 1, but in fact children in Pakong sub-district have characters that are still less than the standard of good character, this can be seen from the way the children communicate, whose language is not appropriate for their age. Therefore this research was conducted. This type of research is descriptive qualitative. The theory he uses is the theory of public policy implementation from George Charles Edward III. With theoretical indicators, namely communication, resources, disposition, and bureaucratic structure. The results of this study are true that the implementation of the regulation of the Minister of Education and Culture of the Republic of Indonesia No. 20 of 2018 concerning strengthening character education in formal education units at Public Primary School Pakong 1, Pakong District, Pamkeasan Regency. It can be seen from the four indicators of the theory of public policy implementation, namely the communication carried out is still not optimal, because the community and parents of students still do not understand about strengthening character education. Existing resources are also still lacking due to competent human resources but are not juxtaposed with complete facilities such as school fields, and prayer rooms. The disposition at Public Primary School Pakong 1 is also still lacking, this can be seen from the desire of the implementers in the implementation of strengthening character education to be carried out only with minimal standards and not maximized. The bureaucratic structure at Public Primary School Pakong1 is good but still requires strengthening and consistency from each implementer.
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Simelane, Qand’elihle G. S. N., S’lungile Kindness Thwala, and Thuli Mamba. "AN ASSESSMENT OF THE IMPLEMENTATION OF THE RE-ENTRY POLICY FOR GIRLS IN SWAZILAND: SCHOOL PRACTICES AND IMPLICATIONS FOR POLICY DEVELOPMENT." Problems of Education in the 21st Century 56, no. 1 (November 25, 2013): 115–27. http://dx.doi.org/10.33225/pec/13.56.115.
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Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant adolescent girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre. The Swaziland Education and Training Sector Policy of 2011 (EDSEC) explicitly states that ‘every child, irrespective of their life circumstances… has the right to be re-integrated into the same institution that the girl was previously attending.’ The study documents school practices that appear to be informed by ignorance of the provisions of the EDSEC Policy of 2011 and historical developments in national policy; international conventions and declarations the country is signatory to, with missed opportunities. Schools are not coping with the evolving and expanding role in helping children develop. The study concludes that there is need for awareness raising as well as legislation which will compel schools not to expel such pupils but that they are given time to deliver their babies and be allowed to re-join the school. It is thought that institutionalising and publicising the EDSEC policy should lead to more and better reporting, more re-entry, and fewer abortions. There is necessity for awareness development among stakeholders, rigorous and vigorous campaigns and preparedness to tackle strong resistance which has been shown through the practices reported in this study to be hypocritical. Key words: counselling, policy, practice, pregnancy, re-entry, Swaziland.
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Afriantoni, Afriantoni, and Ibrahim Ibrahim. "SEKOLAH GRATIS DAN MUTU SEKOLAH: STUDI KASUS DI SMAN 2 BABAT TOMAN MUSI BANYUASIN SUMSEL." Jurnal Dinamika Pendidikan 8, no. 1 (April 1, 2015): 1. http://dx.doi.org/10.33541/jdp.v8i1.108.
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This study aimed to describe in depth between the link of school policy and the school quality improvement. The method in this study is a qualitative method using the case study presented descriptively. This research was conducted at SMA Negeri 2 Babat Tomat Kabupaten Musi Banyuasin. Based on this study it was found that the First, free school policy can help the economy / ease the burden of school costs to be incurred by the parents. Second, the policy constraints of the application for free school educa-tion at SMAN 2 Babat Toman is not very effective, so that the students' interest is not increasing, infrastructure is one of the obstacles in the implementation of free school education, how the quality of schools will be increased if it is not supported by facilities and complete infrastructure. Third, the quality of school education free SMAN 2 Babat Toman already realized well with regard to input, input turns unselected maximum, that is the students. Fourth, the implementation of free school education in Banyuasin, the quality of school SMAN 2 Babat Toman Muba Sumsel was not increased. This means that the implementation for free school education quality of school SMAN 2 Babat Toman was not increased.Keywords : free schools, school quality, case studies
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Barrio, Brenda L. "Special Education Policy Change." Rural Special Education Quarterly 36, no. 2 (May 26, 2017): 64–72. http://dx.doi.org/10.1177/8756870517707217.
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Research suggests that disproportionate representation of culturally and linguistically diverse students in special education has been a recurring topic of concern in the field of special education within the United States. Over the past few years, this concern has shifted to focus on the disproportionate representation of English Language Learners (ELLs) in categories of mild to moderate disabilities, specifically within the category of learning disabilities. Although improvements in educational policy have been made through federal legislation, local rural school districts continue to battle this concern, especially those in rural areas. The following article focuses on the recommendations for development, implementation, and evaluation of local policy change to improve the disproportionate representation of ELL students within rural school districts.
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Mandel, Zoë, and Andrew Pendola. "Policy and principal turnover: The impact of the Texas special education cap." education policy analysis archives 29 (November 15, 2021): 152. http://dx.doi.org/10.14507/epaa.29.5681.
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Accountability policies in education play a significant role for the principals tasked with facilitating the implementation of these reforms at the school-level. While these policies are most often intended to improve student outcomes, this is not always the case. In some instances, these policies can prove detrimental to schools, yet principals are still responsible for compliance. In Texas, a federal investigation found the Texas Education Agency (TEA) was restricting access to special education services by incentivizing districts to enroll fewer than 8.5% of students, utilizing these numbers as a measure of district performance. The implementation of the “8.5% cap” in 2004 resulted in a sharp decline in special education enrollment. Employing a sample of all principals in Texas before and after the 2004 law, this paper examines how the 8.5% cap impacted school leader attrition during its implementation. Prior to the implementation of the cap in 2004, we find little association between the proportion of students receiving services and principal turnover. After its implementation however, we find that principals in schools enrolling more than 8.5% of students in special education had a .39 higher odds ratio of switching districts and a .14 higher odds ratio of exiting the profession. We conclude by highlighting the scarcity of school labor market research that accounts for state-level education policies and note that policy may be more associated with principal turnover than student characteristics themselves.
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Foley, Adam. "Sexuality Education Policy Implementation in Two Rural Midwestern School Districts." Sexuality Research and Social Policy 12, no. 4 (August 15, 2015): 347–58. http://dx.doi.org/10.1007/s13178-015-0205-x.
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Maskuri, Maskuri, and Minhaji Minhaji. "Analisis Kebijakan Pemerintahan Daerah Jawa Timur Tentang Pengembangan SMK Mini di Pondok Pesantren." Jurnal Pendidikan Islam Indonesia 1, no. 2 (April 2, 2017): 251–72. http://dx.doi.org/10.35316/jpii.v1i2.53.
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Islamic education in the form of boarding school, in accordance with that nature will make efforts to improve and change the condition. As an oldest educational institution in Indonesia, boarding schools get serious attention from various circles, both public and private. Currently, Islamic boarding schools in Indonesia are not putting science knowledge separated into small part. However, the leaders and managers of boarding school have unified ' science knowledge ' as an integral part of the boarding school. East Java as the province with the second largest number of boarding schools after West Java has proved itself by producing educational policies that favor the development of boarding school. Local regulation Number 9, 2014 on the Implementation of Education became the legal basis for the implementation of Mini Vocational High School (SMK Mini) development program. That is the basic idea actually appeared from the East Java Governor to respond to global competition in the business world. Education policy as a public policy necessarily born out from the political process in East Java, which involve policy actors. In the implementation phase received tremendous attention. That's will be analyze by researcher with public policy approaches, systems theory, power, and Hegelian dialectics.
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Aviles, Ann M. "On the Conditions of Fragility: Homeless Education Policy, Accountability, and Researcher Reflections." Education and Urban Society 51, no. 3 (July 5, 2017): 311–31. http://dx.doi.org/10.1177/0013124517717788.
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This article highlights McKinney-Vento awareness and implementation as experienced and understood by unaccompanied youth facing housing instability and the adults charged with its implementation in schools. A qualitative inquiry was used to capture the perspectives of youth experiencing housing instability as they navigated a large urban school district in the Midwest. Research observations and the perspectives of six unaccompanied unstably housed youth attending two high schools in Chicago and the adults charged with providing educational services are presented here. The theme of Policy Awareness and Accountability emerged from the school observations and narratives of the youth and adult experiences. Participant experiences and insight indicate the need to increase school/community awareness and accountability of McKinney-Vento. Last, the author provides reflections on the complexities and fragility of navigating the research process.
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Sunani, Sunani. "IMPLEMENTATIONS OF MULTICULTURAL EDUCATION AS A SCHOOL CULTURE AT KRIDA NUSANTARA INTEGRATED SENIOR HIGH SCHOOL." JURNAL PENDIDIKAN ILMU SOSIAL 26, no. 1 (June 28, 2017): 53. http://dx.doi.org/10.17509/jpis.v26i1.2224.
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The primary purpose of this study is to describe the implementation of multicultural education at Krida Nusantara integrated high school. The study focuses on four main points; the school policy, the implementation and the dominant factors that influence the policy, and the implementation results. A descriptive qualitative approach is taken in the study and the data is collected through interviews and case studies. The study concludes that the school's multicultural education policy is applied based on the school founding fathers’ philosophy, which emphasizes on merging nationalist and religious values. Those values are then implemented in form of academic and non-academic programs. Apart from that, students' plurality values that are embedded in their school life serve as the most influential factor in implementing the multicultural education policy.
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Sattin-Bajaj, Carolyn, and Jennifer L. Jennings. "School Counselors’ Assessment of the Legitimacy of High School Choice Policy." Educational Policy 34, no. 1 (October 16, 2019): 21–42. http://dx.doi.org/10.1177/0895904819881774.
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Drawing on interviews with 88 middle school counselors tasked with implementing New York City’s high school choice policy, we show that counselors largely question the policy’s legitimacy and the equity of the high school assignments it produces. By highlighting issues of transparency and procedural fairness that threaten counselors’ acceptance of school choice policy, we offer lessons for policymakers and practitioners about how policy design and communication affect policy legitimacy and, as a result, implementation.
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Yaro, Ibrahim, Rozita Arshad, and Dani Salleh. "Relevance of Stakeholders in Policy Implementation." Journal of Public Management Research 3, no. 1 (February 12, 2017): 1. http://dx.doi.org/10.5296/jpmr.v3i1.10632.
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The purpose of this study is to examine the relevance of stakeholders in education policy implementation. This become necessary for the fact that despite efforts of most countries in contemporary world of not only trying to ensure that quality education is received, but of making education accessible to all, the aim has not been adequately achieved due to ineffective implementation of the education policies and lack of relevant stakeholder’s involvement as the government alone cannot shoulder the responsibility of education provision. Using qualitative research approach, 15 respondents were purposively interviewed and the result analyzed using Nvivo software. The findings indicated that education stakeholders have significant role to play in policy implementation which is categorized into two themes (i.e. total commitment and supporting the school system). It is therefore, recommended that stakeholders should be allowed full participation in education provision; government should as well provide sound measures of effective implementation so that collaboratively quality education could be ensured.
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Arfani, Junita Widiati. "International Education beyond State Regulations in Indonesia: Practices from Y Province-Based Public and Private High Schools." Policy & Governance Review 3, no. 3 (September 9, 2019): 258. http://dx.doi.org/10.30589/pgr.v3i3.151.
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The objective of this study is to examine implementation of the international education (IE) policy (under the so-called Undang-Undang Sistem Pendidikan Nasional (the Law of National Education System) and its legal derivatives) at high school level in Indonesia by investigating the policy text and its dynamic practices concerning the IE policies at both public and private schools. The study employs qualitative case study methodology combining data collection methods which include individual interviews to key resource persons and documents analysis at national, local and at school levels. Using the Vidovich policy framework, the study explores how national executive, legislative and judicial (states) bodies interact in formulating IE policy and how the policy has impacted at school level. Two schools of public and private that implemented international curriculum were selected as case studies. The study finds that the IE policy that was initially formulated at national level by relevant state authorities/agencies has however resulted in weakening role of the state due in part to its centralized feature (despite its decentralized implementation claim). Consequently, in the stage of its implementation at school level, providers of IE and their champions as non-state actors play significant roles. The study indicates importance and significance of relevant state authorities at local government level in the framework to offer effective supervision on the IE policy implementation.
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Anisah, Nisfi. "MULTICULTURAL EDUCATION FOR ISLAMIC ELEMENTARY SCHOOL STUDENTS." Sunan Kalijaga International Journal on Islamic Educational Research 1, no. 1 (September 20, 2018): 110–22. http://dx.doi.org/10.14421/skijier.2017.2017.11-07.
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Pluralism is as one of the uniqueness of each individual or group. Attitudes and behavior of mutual tolerance and mutual respect should be developed early on learners. School as an educational institution became one of the multicultural education implementation agencies. The learning process in schools geared to appreciate the differences that exist in each learner as well as other school communities. The implementation of multicultural education in Islamic elementary school in Indonesia has been carried out by a change curriculum policy and the implementation of values multicultural loaded on subjects, for example on the subjects of citizenship, religious education. Islamic Elementary Muhammadiyah Sendangmulyo is a school which is receive of implementing multicultural education with undiscriminating acceptance of learners in terms of a difference religion. One of the non-Muslims students in this school won Islamic competion Islamic religion in Kulonprogo. However, in Islamic elementary Muhammadiyah Sendangmulyo there is no religious lesson other than Islamic religious lesson.
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DeMatthews, David Edward, and Hanne Mawhinney. "Addressing the inclusion imperative: an urban school district’s responses." education policy analysis archives 21 (July 28, 2013): 61. http://dx.doi.org/10.14507/epaa.v21n61.2013.
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Over the past forty years, schools across the United States have become more inclusive for students with disabilities. However, in many high-poverty urban school districts, a disproportionate number of minority children with disabilities are segregated from their non-disabled peers. This article presents findings from a qualitative case study of one urban school district implementing special education-related inclusion reform over the course of four years. The district had a history of segregating students and numerous compliance issues with special education mandates; however, the arrival of a new superintendent brought new hopes for change. The authors argue that existing research regarding inclusion has typically ignored the policy implementation processes employed by school districts in establishing more inclusive schools and improved special education programs. This article provides a case description of a district’s special education inclusion policy implementation process, the challenges district administrators were confronted with, and the positive and negative outcomes of the district’s policies. The findings inform next-generation policy initiatives and future lines of inquiry.
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Gali, Yarden, and Chen Schechter. "NGO involvement in education policy: principals' voices." International Journal of Educational Management 34, no. 10 (July 24, 2020): 1509–25. http://dx.doi.org/10.1108/ijem-02-2020-0115.
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PurposeNon-governmental organizations (NGOs) have been involved in academic programs in many Western countries, actively participating and reshaping policy implementation. This tremendous growth in external voluntary and philanthropic organizations in schools is associated with a global trend toward decentralization, commodification, privatization, neoliberalism and governmental budget cuts. NGOs have become very popular partners in attempts to meet education goals set by the government and are increasingly involved both in policy formation and implementation. And arise questions regarding the special challenges facing school principals. This study explored the perceptions of school principals regarding the NGO involvement in designing and implementing education policy in Israel.Design/methodology/approachThe authors applied a qualitative research method, conducting in-depth interviews with primary school principals of schools with low socioeconomic student populations, where NGOs operate at the national level to promote educational achievement programs. This research approach acknowledges the existence of structured, fluid, subjective, flexible and dynamic realities that are attributed different meanings and interpretations and are shaped within political, cultural and social contexts. Thus, this study aims to reflect the perceptions of school principals regarding the involvement of NGOs in design and implementation of education policies. The authors utilized an inductive process of condensing, encoding, categorizing, and theorizing to analyze the data.FindingsData analysis revealed the following three major themes evident in the perceptions of school principals: intersectoral partnership policies in education; a policy of re-examining mutual responsibility for education; and the benefit of NGO engagement in education. Inter-sectoral partnership policy is the emergence of alternative models, defined as different political and institutional ways of organizing collective action is an effective way to organize and benefit, and is a way of introducing new ideas, actors and resources into public education systems. However, this new model is a complex, ongoing and dynamic process with school principals at the helm of these new relationships.Research limitations/implicationsThis study includes new information on how school principals see NGOs involvement in planning and implementation of education policy. However, it was conducted with various limitations. First, participants and their input all relate specifically to education in Israel. Any generalizations that may be drawn from them to shed light on similar processes around the world would require the study also be conducted in diverse sociocultural contexts. Second, interviews with principals were held through the 2016–2017 school year. A longitudinal study would be required to examine whether and how principals feel after years of working with NGOs on various projects. Finally, this study only focused on the opinions of principals, representing only one involved party. This cannot be a comprehensive perspective on the partnership and collaboration between formal education systems and NGOs. Thus, further research is necessary to examine the perceptions of NGOs managers, policymakers, supervisors, teachers, pupils and parents. Based on the authors’ study's findings, they recommend investigating whether, how, and under what conditions principals can nurture partnerships with NGOs as a platform for initiative, particularly the vigorous leadership needed to carry out the policy.Practical implicationsThe establishment and support of intersectoral partnerships between the Education Ministry and NGOs is a complex, ongoing and dynamic process with school principals at the helm of these new relationships. Principals have been given more independence, autonomy and clout as they maintain the external networks now contributing to improved outcomes and addressing unique community needs. Consequently, the more external factors become involved in education, the more principals are required to manage and implement the partnership. As such, policymakers (main office and district supervisors), implementers (NGO managers, school principals, teachers) and recipients (parents and teachers) must stay attentive to each other, adjust expectations as to the limits of responsibility, and primary to recognize the needs to keep making improvements to the partnership that are based on reciprocal assessment. More, all involved parties must continue to be active in developing, deepening and maintaining the employed mechanisms, normalizing them to become the standard in intersectoral partnerships in education.Originality/valueThis study provides theoretical contributions and practical implications of NGO involvement in designing and implementing education policies from the perspective and function of school principals in this era of ever-changing economic and social reality. Establishment and support of intersectoral partnerships between the Education Ministry and NGOs is a complex ongoing and dynamic process with school principals at the helm of these new relationships. The principals have been given more independence autonomy and clout as they maintain the external networks now contributing to improved outcomes and addressing unique community needs and more principals are required to manage and implement the partnership.
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Rueda, Heidi Adams, and Peter R. Fawson. "From State Policy to School Practices: Accessibility and Implementation of Teen Dating Violence Awareness Education." Partner Abuse 9, no. 4 (October 2018): 379–97. http://dx.doi.org/10.1891/1946-6560.9.4.379.
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Currently, 22 states legally require or urge schools to include teen dating violence (TDV) awareness education; yet, little research has examined how school districts are interpreting and implementing these policies. In a state that mandates such education for parents and children, and within a large urban city serving primary Hispanic youth, the present article assessed the types of TDV awareness education being provided in public schools, including the accessibility of this information. Specifically, we contacted independent school districts (ISDs; N= 10, serving over 15,000 youth) directly to assess whether and which TDV education programs were being implemented. We also assessed whether awareness education was being disseminated via school websites in the form of a policy on TDV, as well as whether additional information pertaining to TDV (e.g., resources, programs) was available. Results are discussed, highlighting the need for use of evidence-based programming, awareness accessibility, and culturally appropriate materials for Hispanic parents and youth.
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Mumunni, A. A. O., and Adelakun Kayode. "Impediments to effective implementation of sports policy in Nigeria schools." Ghana Journal of Health, Physical Education, Recreation, Sports and Dance (GJOHPERSD) 8 (June 1, 2015): 125–45. http://dx.doi.org/10.47963/gjohpersd.v8i.560.
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A policy remains a mere intention if it is not implemented. Non-implementation policy is a serious problem in Nigeria. There is always a wide gap between policy formulation and policy implementation in Nigeria. What is written is not always what is practiced. This paper presents a theoretical review of barriers to effective implementation of sports policies in schools. This paper looked at1989 and 2009 Nigeria Sports Policy as they affect schools’ sports. It observed that the laudable policies have not been effectively implemented because of some government and institutional factors which reduce government policy on sport to a mere paper work. Some impediments to sports and physical education policy implementation in schools in Nigeria were examined. Some of the barriers highlighted in the paper included lack of collaboration between Ministry of sports and Ministry of Education; corruption, treatment of sport as a marginal programme in the school curriculum and many others. The paper recommended adequate funding of schools sports and suggested the need for effective collaboration between Ministries of Education and Sports at Federal and State levels.
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Koshy, Valsa, Carole Portman Smith, and Ronald Casey. "England Policy in Gifted Education: Current Problems and Promising Directions." Gifted Child Today 41, no. 2 (February 26, 2018): 75–80. http://dx.doi.org/10.1177/1076217517750700.
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This article presents and analyzes policies in identification and provisions in England with respect to gifted education. England has developed a national policy to provide services to identified students. Surveys and interviews with teachers illustrate how implementation of both identification and provision policy elements were handled. Although policy evaluation was conducted by an external ministry agency, it appears to have had little impact on practice. The article suggests that policy implementation, if left to local schools in the absence of monitoring controls, results in lack of services to gifted children in local school environments.
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Datnow, Amanda, Lea Hubbard, and Gilberto Q. Conchas. "How Context Mediates Policy: The Implementation of Single Gender Public Schooling in California." Teachers College Record: The Voice of Scholarship in Education 103, no. 2 (April 2001): 184–206. http://dx.doi.org/10.1177/016146810110300202.
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In this article, we present findings about the implementation of single gender public schooling in California—a movement that signifies a growing interest in school choice and private sector solutions to public education problems. We analyze qualitative data gathered in a study of 12 single gender academies (6 boys; 6 girls). As well-meaning educators responded to California's single gender academies legislation, they designed schools and used resources to address the pressing needs of students in each community, such as low achievement, poverty, or violence, rather than to address gender bias. The impetus for single gender schooling in each context affected the organization, curriculum, and pedagogy in each academy, as did educators’ ideologies about gender. In the end, the politics surrounding the legislation, the resource interests of district and school administrators, and the lack of institutional support for this gender-based reform coalesced to structure the demise of most of the single gender academies. We consider the implications of these findings for the viability of single gender schooling as a public school option.
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McKenna, Mary L. "Issues in Implementing School Nutrition Policies." Canadian Journal of Dietetic Practice and Research 64, no. 4 (December 2003): 208–13. http://dx.doi.org/10.3148/64.4.2003.208.
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The implementation of school nutrition policies poses a challenge to dietitians as they work with schools to increase the availability of nutritious foods. An analysis of the implementation of the Food and Nutrition Policy for New Brunswick Schools, proclaimed by the department of education in 1991, revealed four factors that influenced implementation: selling food for profit, student choice, interpretation of the policy, and the approach to implementation. From 1997 to 1999, data were obtained from 50 participants at the provincial, district, and school levels through semi-structured interviews; supporting evidence was obtained through a review of pertinent documents. The policy goal was to develop good eating habits among schoolchildren. The policy objective to have all food services follow national guidelines for healthy eating was so controversial that implementation was inconsistent and had little impact on school foods. Opponents objected when the sale of certain foods was curtailed, felt the policy limited student choice, were unsure how to interpret it, and resented the department's top-down approach. Dietitians, who had minimal involvement with the New Brunswick policy, need to consider carefully how to work with educational agencies to combine support and pressure to foster the capacity and willingness of schools to implement nutrition policies.
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Acharya, Kamal Prasad, Chitra Bahadur Budhathoki, Birgitte Bjonness, and Linda Jolly. "Policy Perspectives on Green School Guidelines: Connecting School Science with Gardens to Envision a Sustainable Future." Journal of Sustainable Development 13, no. 3 (May 28, 2020): 102. http://dx.doi.org/10.5539/jsd.v13n3p102.
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The purpose of this paper is to explore the perspectives of teacher educators and policy experts on ‘Green School Guidelines’ and ‘One Garden One School’ educational policies in Nepal. This paper also examines how these educational policies help to attain sustainable development goals through education for sustainable development. It aims to explore ways for effective implementation of these policies for activity-based science learning in the school garden. The qualitative method was used to explore the perspectives of science and environment teacher educators and central level policy experts. The data were collected from semi-structured in-depth interviews and informal conversations. The data from both these sources were analyzed thematically around the concepts of education for sustainable development, its implementation strategies and challenges, and life skills development among students through school gardening activities. The study found that teacher educators and policy experts positively view the Green School Guidelines and One Garden One School implementation strategies. Nevertheless, to achieve policy aims, local organization needs to play a major role in the effective implementation of green school guidelines. The findings from this study are expected to encourage the Nepal government, local governments, and community schools to bring central level policies into local practices.
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Luangsithideth, Viengdavong, Muhammad Huda, Ahmad Supriyanto, and Bambang B. Wiyono. "Policy Implementation of Improving Education Quality of Primary Education Teachers in Laos and Indonesia." Asian Social Science 13, no. 3 (February 15, 2017): 145. http://dx.doi.org/10.5539/ass.v13n3p145.
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The purpose of this research is to get deep meaning of policy implementation to improve quality of primary education teachers in Laos and Indonesia. Research locations are in the Ministry of Education in those both countries. This research used a qualitative approach with a multi-case study design. First, policy formulation consider the aspect of novelty and national education goals; second, policy dissemination of existing policies do after getting approval from parliament, as well as socialization is done to the department of education in each provinces and districts; third, policy implementation process is done by establishing a monitoring team to oversee that the policy can work well; fourth, monitoring and evaluation of the implementation is done periodically, at least every six months, and the results of the evaluation are reported to the Ministry; fifth, gaps in the policy implementation is because monitoring can not be run with maximum caused by geographical conditions and the weakness of the role of school supervisors; sixth, efforts to repair gaps in the implementation of policies to improve the quality primary school teachers is to make laws on the teacher, as well as to provide training to teachers and principals.
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Yasin, Burhanuddin, and Ika Apriani Fata. "DISCOVERING POLICY, ATTITUDE, AND CONSTRAINTS ON SCHOOL-BASED MANAGEMENT." Humanities & Social Sciences Reviews 8, no. 3 (May 8, 2020): 39–48. http://dx.doi.org/10.18510/hssr.2020.835.
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Purpose of the study: This research mainly focuses on identifying and analyzing policies, attitudes, and constraints made by the bureaucrats of education and other school stakeholders about the existence of school-based management (henceforth called SBM), and further it examines the obstacles encountered in implementing school-based management.
Methodology: The research used is descriptive analysis. In assessing data, this study used two types of measurements, namely, questionnaires and interviews. The questionnaire was used to explore the attitude of the stakeholders toward the existence of SBM. A total of 520 respondents have distributed the questionnaires which contained 60 items of each of these categories: instructional competence (10), professional competence (10), financial competence (10), and leadership issue (30). Furthermore, in the interview section, all four respondents are from each representative of four districts; Banda Aceh, Aceh Besar, Sigli, and Lhokseumawe. The framework of interview guidelines was then adapted from Daresh, et al. (2010) and the interview is eventually to grasp the respondents’ views on the obstacles and constraints on the implementation of SBM.
Main Findings: The results of this study reveal that there were no written policies drawn up at the provincial and district level of the ministry of education about the implementation of SBM. Most stakeholders more than 50% tended to view the existence of SBM as positive. Although SBM has never been formally implemented in schools, some schools have started implementing some of the SBM concepts.
Applications of this study: The researchers found that there are a variety of obstacles faced during the implementation, including decentralization, authority, decision-making, knowledge of management practices, roles and responsibilities, compensation, finance, leadership, and community care.
Novelty/Originality of this study: To date, there is a limited amount of studies with their main focus on school-based management in Indonesia. Based on the written policies of school-based management is considered one of the vital elements to reach a good education. Besides, schools must have SBM due to it is regarded as the guideline to examine whether the bureaucrats of education and school stakeholders have already implemented the regulation to run the education accordingly.
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Kovač, Vesna, Branko Rafajac, and Iva Buchberger. "Croatian Teacher Competencies Related to the Creation and Implementation of Education Policy." Center for Educational Policy Studies Journal 4, no. 4 (December 31, 2014): 51–73. http://dx.doi.org/10.26529/cepsj.185.
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This research was conducted in order to gain a preliminary insight into the general orientation and range of opinions of 396 primary and secondary school teachers in Croatia toward the a) importance of their competencies related to the education policies; b) cognition and mastering of the competencies related to the education policies; c) the actual activity of primaryand secondary school teachers in the creation and implementation of education policies. Research data were collected on the basis of a survey methodology, using an online questionnaire in the form of a Likert scale. In addition, the questionnaire contained two open questions. The analysis of results has clearly shown that primary and secondary school teachers in this research evaluated their competencies related to the education policies to be an important part of the competency profile of teachers. Teachers have made relatively high evaluations of their cognition and mastery of the competencies related to the education policy processes within school. In contrast, somewhat lower evaluations have been given to the mastery of competencies associated with the knowledge of education system, i.e. activity outside the school context. The evaluations of scale items related to the preconditions and personal activity in decision making and the implementation of education policy within the school vary in the range of average values or slightly above that.
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Lee, Tak Yan. "A Case Study on the Implementation of a Positive Youth Development Program (Project P.A.T.H.S.) in a Changing Education Policy Environment." Scientific World JOURNAL 8 (2008): 1010–26. http://dx.doi.org/10.1100/tsw.2008.122.
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This investigation of the implementation of a positive youth development program (Project P.A.T.H.S.) was part of a large study undertaken comprehensively to explore how effective the Tier 1 Program was in practice and how the results can shed light on future developments. Case studies on randomly selected schools were conducted in order to examine the factors that influence the process and quality of implementation of the Tier 1 Program of the Project P.A.T.H.S. Through interviews with the school contact person and focus group interviews with the teachers, an integration of the findings of these studies showed that five factors related to the program, people, process, policy, and place (5 “P”s) facilitated the implementation process of the Tier 1 Program in the school. Based on the integrated findings of a randomly selected school, it was found that the school made use of the changes in the educational policy environment to facilitate school policy and structural changes, to pave the way for the success of the implementation of a new and “unfamiliar” curriculum. Overall, the quality of program implementation in the school was good and the program was well received by the program implementers. Implications of the present findings for future program implementation with reference to school administrative arrangements and implementation issues are also discussed.
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Fathurohman, Fathurohman, and Achadi Budi Santosa. "The Education Decentralilation Policy through Implementation of School-Based Management (SBM)." Jurnal Kependidikan 8, no. 2 (November 27, 2020): 133–41. http://dx.doi.org/10.24090/jk.v8i2.4674.
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The purpose of this study was to reveal the implementation of decentralization policies through the School Based Management (SBM) program. The research method was carried out with a qualitative approach. The data were collected through direct observation and structured interviews with the principal, teachers and employees. The results showed that the implementation of the education decentralization policy was carried out through; (a) determining structural positions (b) managing school finances, (c) structuring teachers and employees, and (d) determining school planning and programs. All stakeholders are able to work in accordance with predetermined main duties and functions and can synergize with one unit to another.
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Iqbal, Muhammad, Liza Nurfadillah, Ayu Rahmini Hia, Suri Lestari Br. Purba, and Ahmad Naufal. "Implementasi Kebijakan Pendidikan Full Day School di SMP-IT Nurul Ilmi." Journal on Education 5, no. 2 (January 18, 2023): 3228–338. http://dx.doi.org/10.31004/joe.v5i2.990.
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This study aims to describe 1) Implementation of the Full Day School policy carried out at SMP-IT Nurul Ilmi Medan Estate; 2) The problems faced at SMP-IT Nurul Ilmi Medan Estate in implementing the Full Day School; 3) Solutions made in solving the problem of implementing the Full Day School policy at SMP-IT Nurul Ilmi Medan Estate. The research method used is qualitative research with descriptive methods. Data obtained through interviews, observation, and documentation studies. The results of this study indicate that the implementation of the Full Day School policy has been carried out based on the Character Education Strengthening Policy made by the Ministry of Education of the Republic of Indonesia. Problems that arise during the implementation of Full Day Schools include inadequate facilities and infrastructure, adaptation of teachers, employees and students which takes a relatively long time, concerns parents of students for their children who are in grades 7 and 8 and adjustments to school schedules and student activities outside of school that have been previously scheduled. The solution taken by the school with existing problems is to always socialize student activities in the Full Day School policy, provide dispensation for students who have previously scheduled activities outside of school, carry out weekly evaluations and collaborate with institutions that can support Full Day School activities in schools.