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Tello, César. "Theoretical Reflections on Research in Educational Policys. Epistemologies of Education Policy Approach." Advances in Social Sciences Research Journal 1, no. 7 (November 30, 2014): 49–65. http://dx.doi.org/10.14738/assrj.17.638.
This paper seeks to offer an interpretation of the significance of the core of education in an attempt to achieve public policy goals. Some publications addressing approaches, techniques, and models of learning as a means of understanding the ideal education, but there are still deficiencies attributable to educators or adults who do not see the environment as a place of training. The paper aims to provide parents, teachers, and the community with knowledge so that education is a joint obligation so that cooperation in the education system is complete. "Tri Pusat Pendidikan" are three critical elements that play an essential role in learning and become the center of educational activities, namely family education (informal education), school training (formal education), and social education (non-formal culture). The "Tri Pusat Pendidikan" idea means that learning can be done anywhere and at any time, being a mutual obligation. This principle says the society and family have a balanced responsibility for the success of education offenders, and that it is not just schools that are made and regulated as organizations that have a great (full) responsibility for the success of individuals in their educational cycle.
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Mardonov, Ravshan. "Eastern Philosophy Of Education And Educational Policy: Features And Priorities." American Journal of Social Science and Education Innovations 03, no. 02 (February 28, 2021): 288–94. http://dx.doi.org/10.37547/tajssei/volume03issue02-46.
Based on the study of philosophical and pedagogical literature, the article analyzes the features of the philosophy of education, the educational system and educational policy of Eastern countries, using the example of Japan and China. The conclusion is substantiated that the western and eastern systems of education coexist in addition to each other. The East needs knowledge and information. The West needs wisdom and education.
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Rapson, Mary F., and Rebecca B. Rice. "Educational Policy Implications." Journal of Nursing Education 38, no. 5 (May 1999): 197–202. http://dx.doi.org/10.3928/0148-4834-19990501-05.
Pappas, Georgios. "EDUCATIONAL SYSTEM AND NEOLIBERAL EDUCATIONAL POLICY." Continuing Professional Education: Theory and Practice, no. 2 (2020): 14–18. http://dx.doi.org/10.28925/1609-8595.2020.2.2.
The aim of this paper is to track, record and highlight the implications of the application of market principles in education. The supporters of the above mentioned view, consider that the pedagogical science is allowed to provoke to its clientele neither «spleepiness» nor fleeing. On the contrary, those who oppose the application of the principles of the market in education, consider that by the logic of the market, schools and universities are turned into businesses and students into a two-category workforce, depending on their degrees and financial capacity. Through the examination of labour market’s implementation in education, the aims that are served and the social inequalities which are established, become apparent. Moreover, in this paper, an effort is attempted to highlight the true nature of education and the role that all participants in the educational system should play.
Smith, Ralph A. "Educational Aesthetics and Policy." Arts Education Policy Review 109, no. 6 (July 2008): 3–12. http://dx.doi.org/10.3200/aepr.109.6.3-12.
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.
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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Alkitani, Said S. "Exploring the role of educational theory in educational policy." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246355.
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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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.
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.
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.
Patrick, Andrew P. "Educator Evaluation and Bilingual Education Policy| A Three Article Dissertation." Thesis, Manhattanville College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642032.
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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Cho, Ming-shook, and 曹明淑. "Pressure groups and educational policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31975069.
Cho, Ming-shook. "Pressure groups and educational policy in Hong Kong." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12334601.
Lee, Jenny, Megan Owens, and James Lampley. "Educational leadership and Policy Analysis and Encouragement Study." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2989.
Among doctoral programs, attrition rates and student feelings of isolation are high. In an attempt to determine the current levels and sources of support and encouragement from students enrolled in a Doctor of Education program, a survey was sent to students. There were 94 respondents to the online survey. Fifty-two (65%) of the respondents were female, and 28 (35%) were male. Fourteen respondents did not self-identify. Using an independent samples t-test, it was determined that female and male doctoral students report very similar experiences in support and encouragement. The majority of doctoral students reported the highest level of support (Total Support) for almost all of the areas of survey. When asked to rank a list of sources of support and encouragement, over 71% ranked Spouse, Partner, or Significant Other as being most important. Other sources that were ranked as important were Immediate Supervisor, Children, and Workplace Peers. Most financial support for doctoral students came from a combination of Self (72%), Employer (66%), and Financial Aid/Scholarships (59%).
Lee, Sing Kong, Wing On Lee, and Ee Ling Low, eds. Educational Policy Innovations. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4560-08-5.
Secretariat, Council of the European Communities General. European educational policy statements. Luxembourg: Office for Official Publications of the European Communities, 1993.
Gambia, Ministry of Education Youth Sports and Culture. Educational policy 1988-2003. Banjul: Gambia, Ministry of Education,Youth, Sports and Culture, 1988.
1930-, Sechzer Jeri A., Pfafflin Sheila M, and New York Academy of Sciences. Section of Psychology., eds. Psychology and educational policy. New York, N.Y: New York Academy of Sciences, 1987.
Council of the European Communities. General Secretariat., ed. European educational policy statements. 2nd ed. Luxembourg: Office for Official Publications of the European Communities, 1986.
St. John, Edward P., and Feven Girmay. "Educational Policy." In Detroit School Reform in Comparative Contexts, 57–81. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19011-8_3.
Lagotte, Brian W., and Quentin Wheeler-Bell. "Dominating Educational Policy." In Neoliberalizing Educational Reform, 79–98. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-977-7_4.
Moran, Alan. "Educational Policy Perspective." In Digital Identity Management in Formal Education, 29–59. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003133070-2.
Clauset, Karl H., and Alan K. Gaynor. "Educational Policy Analysis." In Analysis of Dynamic Psychological Systems, 303–25. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4615-6440-9_12.
Warde, Bryan. "Educational Inequality." In Inequality in U.S. Social Policy, 273–300. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003023708-11.
Bridges, David. "Educational Research and Policy." In Philosophy in Educational Research, 93–115. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49212-4_6.
Oliker, Michael A. "Educational Policy and Administration." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_310-1.
Oliker, Michael A. "Educational Policy and Administration." In Encyclopedia of Educational Philosophy and Theory, 669–74. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_310.
Harber, Clive. "Educational Policy in Africa." In Schooling in Sub-Saharan Africa, 17–29. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57382-3_2.
Yoshikawa, Atsushi, and Satoshi Takahashi. "Beyond Educational Policy Making." In Communications in Computer and Information Science, 112–30. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6936-0_12.
Тези доповідей конференцій з теми "Educational Policy":
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OBOLENSKY, Denis, and Victoria SHEVCHENKO. "Intelligent Educational Ecosystems." In DICTUM - FACTUM: from Research to Policy Making. Sibac, 2020. http://dx.doi.org/10.32743/dictum-factum.2020.162-171.
"Innovative Teaching of the Course "Policy and Policy" in Colleges and Universities." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000944.
Handayani, Meni. "Utilization of National Exam Results in Advancing Educational Ecosystem to Improve the Quality of Education." In International Conference on Educational Assessment and Policy. Badan Pengembangan dan Pembinaan Bahasa, 2018. http://dx.doi.org/10.26499/iceap.v1i1.69.
Romanovska, Alina. "CULTURAL EDUCATION IN LATVIA: BETWEEN POLICY AND EDUCATIONAL PRAXIS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0984.
"Education and Power: Republican Ideology and its Educational Policy." In International Conference on Trends in Social Sciences and Humanities. Emirates Research Publishing, 2015. http://dx.doi.org/10.17758/erpub.er815042.
Xiuqin, Yang. "Achievement gains from Educational Policy Reform." In ICEIT 2019: 2019 8th International Conference on Educational and Information Technology. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3318396.3318434.
Aydayeva, Gunay, Jamila Mustafina, Liliya Mustafina, Galina Kalinina, Gulnara Ganieva, Egor Petrov, and Leysan Zaripova. "EDUCATIONAL LANGUAGE POLICY IN DAGESTAN, RUSSIA." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1069.
Karabanova, I. V., and М. А. Karabanova. "CONTEMPORARY STATE OF EDUCATIONAL SYSTEM." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/50.
The current state of preschool, general, secondary vocational, and higher education in Russia are considered. The actual directions on the implementation of state policy in the educational field were determined for each level. A system of measures in the educational field is proposed. It will make Russian education competitive in the international market of educational services.
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Ershov, Bogdan, and Vladimir Chernykh. "EDUCATIONAL POLICY OF RUSSIA IN THE FIELD OF HIGHER EDUCATION." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021151.
Grossman, Herschel, and Minseong Kim. Human Capital and Predation: A Positive Theory of Educational Policy. Cambridge, MA: National Bureau of Economic Research, February 1998. http://dx.doi.org/10.3386/w6403.
Lang, Kevin. Does the Human-Capital/Educational-Sorting Debate Matter for Development Policy? Cambridge, MA: National Bureau of Economic Research, April 1992. http://dx.doi.org/10.3386/w4052.
Лисоконь, Ілля Олександрович. Regulatory and Legal Basis of Ukraine’s Investment Policy in the Field of Higher Education. Kryvyi Rih State Pedagogical University, 2020. http://dx.doi.org/10.31812/123456789/4269.
Elaboration and implementation of investment programs for the development of modern universities, cooperation with the business sector, public investment aimed at modernization of the educational environment, implementation of grants, etc. can now be considered as structural components of investment activities of higher education institutions in the context of strategic planning. Therefore, the process of active reform of the educational sector of Ukraine and its integration into the European educational space require a review of approaches, methods and forms of management of education and educational institutions, in particular on investment policy.
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Ketcheson, Kathi. Organizational Responses to Educational Telecommunications Policy in Three States: Oregon, Colorado, and Utah. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1235.
Morze, Natalia V., and Viktoriia O. Kucherovska. Ways to design a digital educational environment for K-12 education. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4438.
Most educational institutions strive to create favourable conditions for students which meet educational needs of each student. It leads to high demand in the digital educational environment of K-12 education institutions. The article is devoted to the description of the concept, components and ways of designing the digital educational environment of a K-12 education institution through the transformation of educational activities. The importance of developing an educational policy of an educational institution in the field of digital technology is described. Authors present the model and the ways of designing the digital educational environment of the K-12 education institution. The necessity of self-assessment of digital technologies usage in the educational process by all its participants is substantiated; the ways of application of the European tool SELFIE for carrying out such self-analysis are described. Based on the adaptation of all components of the tool SELFIE for Ukrainian education, the results of its usage at one of the secondary schools in Kyiv are presented.
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Oldehoeft, Arthur E. Foundations of a security policy for use of the National Research and Educational Network. Gaithersburg, MD: National Institute of Standards and Technology, 1992. http://dx.doi.org/10.6028/nist.ir.4734.
Smith, Mary. Equality of Educational Opportunity for Language Minority Students in Oregon: A Survey of ESL/Bilingual Education Policy in Local School Districts. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.382.
Moore, Mark, and Marla Spivack. The Way Forward in Analyzing National Educational Systems: A Re-Considered View. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/110.
Low- and middle-income countries around the world face a profound educational challenge. At stake in meeting this challenge is their ability to participate effectively in an increasingly interdependent global economy, society, and polity, and to meet many other goals set out in the International Declaration of Human Rights. Turning the current challenge into an important opportunity will, by definition, require significant improvements in the productivity of national education systems. Productivity changes on this scale require innovations at all three levels of the national systems: micro (classroom pedagogy), meso (school and district management), and macro (national politics and policy) levels. This paper sets out principles for designing a process initiated and supported at the national level that can animate, guide, and evaluate the varied innovations that will help national government meet their educational goals along a path that supports their economic, social, and political goals as well.
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Cascio, Elizabeth, and Ethan Lewis. Legal Activism, State Policy, and Racial Inequality in Teacher Salaries and Educational Attainment in the Mid-Century American South. Cambridge, MA: National Bureau of Economic Research, November 2022. http://dx.doi.org/10.3386/w30631.
Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.
This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
