Статті в журналах: "National Training Reform Agenda"

1

Hall, William. "The National Training Reform Agenda." Australian Economic Review 28, no. 2 (April 1995): 87–92. http://dx.doi.org/10.1111/j.1467-8462.1995.tb00892.x.

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2

Baker, Meredith, and Judith Sloan. "Australia's National Training Reform Agenda: A Question of Policy?" Australian Economic Review 28, no. 2 (April 1995): 80–86. http://dx.doi.org/10.1111/j.1467-8462.1995.tb00891.x.

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3

Hampson, Ian. "Training Reform: Back to Square One?" Economic and Labour Relations Review 13, no. 1 (June 2002): 149–74. http://dx.doi.org/10.1177/103530460201300108.

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A number of recent inquiries into Australia's national training system have found it to be on the sick side. This article seeks the causes of this in the recent evolution of training policy, which commenced in the late 1980s. The article traces the demise of the first moderately interventionist National Training Reform Agenda, which union reformers played a role in shaping, through the increasing marketisation of training policy. Under the Liberal National Coalition, budget constraints and the short term interests of employers have increasingly driven training policy. The drift of policy is against the grain of prescriptions drawn from the international literature, which shows the need for interventionist measures to correct ‘market failure’, and to ensure adequate expenditure and the integrity of qualifications.

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4

Phillimore, John. "Trade Unions and the National Training Reform Agenda in Australia, 1983-1996." International Journal of Training and Development 1, no. 1 (March 1997): 34–48. http://dx.doi.org/10.1111/1468-2419.00004.

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5

Lingard, Bob, Paige Porter, Leo Bartlett, and John Knight. "Federal/State Mediations in the Australian National Education Agenda: From the AEC to MCEETYA 1987–1993." Australian Journal of Education 39, no. 1 (April 1995): 41–66. http://dx.doi.org/10.1177/000494419503900104.

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Drawing on research interviews and relevant document analysis, this paper analyses the changing forms of the national education agenda as it was developed and modifed in the Australian Education Council from 1987 to 1993. Particular attention is given to four significant developments in this period: national curriculum statements and profiles in schooling, and Mayer competencies; the training reform agenda; higher education; and the National Strategy for Equity in Schools. The study is located against general developments in Australian federalism and the changing political complexion of State governments across the period which led to the creation of the Ministerial Council on Education, Employment, Training and Youth Affairs.

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6

Touray, Yusupha, and Ayo Adesopo. "Higher Education Reforms: A Crux in The Gambia’s National Development Agenda." East African Journal of Education and Social Sciences 3, no. 4 (September 23, 2022): 134–48. http://dx.doi.org/10.4314/eajess.v3i4.205.

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The development of a nation is positively correlated to the human capital in the development sectors, and only the right higher education system can spur such development. Thus, for any nation to rise to the challenges of its development imperatives, it has to have the requisite structures in place for its human capital formation. The Gambia has made numerous attempts to reform its education system, purposely to address its development challenges but policy implementation cycle after implementation cycle has proven futile and until today the country continues to yearn for a shift from a low-income economy to a middle-income economy. This paper attempted to look at the national development policy initiatives, the link between human capital formation and national development programs, and the education system, human capital dimension for national development and higher education reform agenda and strategies along the four (4) highlighted thematic areas. The reform was in response to the realization of the need to strengthen the engineering and technology base of the education sector as well as the foundation for STEM education and promote a 65 percent turn around in the sciences in the tertiary and higher education system. For these to be achievable, it was suggested that the right educational infrastructure such as the state-of-the-art laboratories and other equipment must be provided. Training of the drivers of the sector in content and pedagogy as well as effective planning and management of the educational system must also be a priority. Finally, the need for strong collaboration with industries and other higher learning institutions at the national, regional and international levels was recommended.

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7

Briggs, David, Mary Cruickshank, and Penny Paliadelis. "Health managers and health reform." Journal of Management & Organization 18, no. 5 (September 2012): 641–58. http://dx.doi.org/10.1017/s1833367200000584.

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AbstractThis qualitative study was undertaken with a diverse sample of Australian health managers to examine their perceptions regarding the health system and to understand how they learned to become health managers. The findings showed that they viewed the health system as one of constant change, mostly non-adaptive, and a system of parts controlled by bureaucrats and political interests. While the respondents enjoyed their managerial role, they see it as contested between the professions. This study concluded that greater emphasis on the education and training of health managers and their continuing professional development is required if they are to manage increasingly complex, dynamic and changing health systems. In Australia, the health debate continues with the recently announced national health reform agenda. The perceptions of health managers in health reform and change management are important given that they are said to be central to the implementation of health reform and the management of change.

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8

Briggs, David, Mary Cruickshank, and Penny Paliadelis. "Health managers and health reform." Journal of Management & Organization 18, no. 5 (September 2012): 641–58. http://dx.doi.org/10.5172/jmo.2012.18.5.641.

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Анотація:

AbstractThis qualitative study was undertaken with a diverse sample of Australian health managers to examine their perceptions regarding the health system and to understand how they learned to become health managers. The findings showed that they viewed the health system as one of constant change, mostly non-adaptive, and a system of parts controlled by bureaucrats and political interests. While the respondents enjoyed their managerial role, they see it as contested between the professions. This study concluded that greater emphasis on the education and training of health managers and their continuing professional development is required if they are to manage increasingly complex, dynamic and changing health systems. In Australia, the health debate continues with the recently announced national health reform agenda. The perceptions of health managers in health reform and change management are important given that they are said to be central to the implementation of health reform and the management of change.

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9

Persson Thunqvist, Daniel, Anna Hagen Tønder, and Kaja Reegård. "A tale of two reforms: Institutional change in vocational education and training in Norway and Sweden in the 1990s." European Educational Research Journal 18, no. 3 (January 10, 2019): 298–313. http://dx.doi.org/10.1177/1474904118823104.

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Political reforms of the 1990s ushered in sweeping socio-economic changes in the Nordic countries, including radical changes in their vocational education and training systems. However, the reforms led to a school-based vocational education and training system with a strong orientation towards higher education in Sweden, and a hybrid system with a stronger apprenticeship component in Norway. Drawing on comparative literature about institutional change in education systems, the aim of this article is to consider why such different vocational education and training systems emerged in countries that shared numerous commonalities following political reforms with similar neoliberal agendas. Our findings, based on secondary data analyses, show that national education reforms played a key role in transforming vocational education and training systems to promote greater flexibility and lifelong learning in line with societal changes. They also show that differences in the roles played by the social partners in Sweden and Norway in the reform processes, in conjunction with differences in political priorities, have led to major differences despite the similarities of national histories and attitudes.

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10

Berezovska, Liudmyla I., Galyna D. Kondratska, Anna A. Zarytska, Kateryna S. Volkova, and Taras M. Matsevko. "Introduction of New Forms of Education in Modern Higher and Vocational Education and Training." International Journal of Higher Education 9, no. 7 (August 4, 2020): 107. http://dx.doi.org/10.5430/ijhe.v9n7p107.

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This article sets sights on highlighting the effectiveness and efficiency of higher and vocational education and training, as well as exploring ways to address and implement the current reform agenda in the field. The research was conducted on the basis of a generalizing and comparative method, to identify the problems and development of vocational and higher education. Within the framework of the conducted research the current state of vocational and higher education has been characterized; the features of online learning at leading universities and its advantages has been clarified; the prospects of introduction of continuity of education have been studied, for the development of personality abilities, taking into account changes in society in the context of improvement of the system of vocational and higher education caused by the European integration process of education; directions for the development of vocational and higher education as part of the national education system and society in general have been outlined. It is determined, that at the present stage the domestic education system should be improved and transferred to an innovative way of development in accordance with developed countries. In the near future, such modern forms of education as: distance education, dual education, continuing vocational education and others, should be improved and implemented into the educational process.

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11

Esteves, Maria Helena. "Current Changes in Portuguese School System." SAGE Open 2, no. 1 (January 1, 2012): 215824401243675. http://dx.doi.org/10.1177/2158244012436759.

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About 100 teachers participated in a study and helped to understand how new reforms are faced by those who work in the field, in the particular case of the discipline of geography. The study that was done with geography teachers after 10 years of national curriculum revealed many gaps in terms of what teachers are expected to do. Only recently, some legislation has been issued to regulate the kind of training teachers do as they progress in their teaching careers. The national curriculum for basic education is a huge step in terms of being a part of the world agenda in what concerns a modern teaching and a new vision of what schools should prepare students to, but the instruments of that change (teachers) have been neglected.

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12

Shan, Xuemei. "“一带一路”倡议背景下中国新疆高校外语教育发展路径探索". Oriental Studies 20, № 4 (2021): 187–94. http://dx.doi.org/10.25205/1818-7919-2021-20-4-187-194.

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The most important competition of the 21st century is that of talents. How to make higher education and the cultivation of talents contribute to the long-term national development agenda and the construction of a community of a shared future for mankind is a significant task and mission of higher education in China. The Belt and Road Initiative is one of the means to share the Chinese experiences, Chinese wisdom and bonus of reform and opening-up. Construction of the core area of the Silk Road Economic Belt and the implementation of the Open Up West Program call for talents to contribute to the regional development. It has brought both opportunities and challenges to foreign language education in universities and colleges in Xinjiang. The cultivation of talents in foreign language education must integrate into the scope of internationalization in national higher education and meet its expectations of talents by focusing on fostering character and civic virtue, maintaining and serving regional social stability and long-term security and pursuing development in the long run. The tripartite route of development is as follows. Firstly, it is expected to design and carry out the tasks and agenda in line with China’s Ministry of Education’s concern of internationalization in higher education. Secondly, it is vital to focus on important aspects with a deep awareness of opportunities and challenges of internationalization. Thirdly, it is of practical significance to explore various potentials of development through Sino-Russian cooperation in faculty training and development, cultivation of talents, scientific research and cultural exchange with the help of platforms of cooperation in operation. With the joint efforts of both parties, there is hope that the cultivation of talents in foreign language education will bolster mutual capabilities in serving the Belt and Road Initiative.

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13

KIUNGA, NICKSON. "INFLUENCE OF THE PERFORMANCE OF NATIONAL POLICE SERVICE IN PREVENTION OF ORGANIZED CRIMES IN MOMBASA COUNTY, KENYA." Advances in Social Sciences Research Journal 8, no. 10 (October 29, 2021): 321–31. http://dx.doi.org/10.14738/assrj.810.10889.

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This paper uses data collected for an MA Thesis on influence of the Performance of National Police Service in Prevention of organized Crimes in Mombasa County, Kenya. The study was necessitated by continued rise of criminal gangs despite police service efforts to contain the problem. The study was guided by three specific objectives, but for this paper first and second objectives will be discussed. First, the examined the influence of resource capacity on the performance of national police service in prevention of organized crimes in Mombasa County. Secondly, the study examined the influence of motivation on the performance of national police service in prevention of organized crimes. Thirdly, the last objective assessed the influence of external environment on the performance of National Police Service in prevention of organized crimes in Mombasa County, Kenya. The survey utilized Expectancy theory and Crime Pattern Theory and adopted a descriptive research design employing a mixed method paradigm. The study sample size comprised 306 National Police Service officers (NPS); Directorate of Criminal Investigations (DCI) officers, Kenya Police service (KP), and Administration Police (AP) officers both senior and junior. Qualitative data was analyzed using thematic analysis derived from the study objectives. On the other hand, quantitative data was analyzed through descriptive statistics. According to the findings, 17% of the police officers still undertake operations without intelligence briefing, and that despite the availability of criminal intelligence. Besides, access to criminal intelligence was still a major challenge to 45% of the officers while inter-agency coordination was a rare part of the fight against organized crime to 56% of the officers who were not involved. The findings also revealed that despite the importance of training towards the prevention of organized crime, 33% of police officers did not have access to these trainings. Furthermore, 53% of the officers, cited lack of recognition and motivation that could go a long way in raising performance of the police officers. The study makes two major recommendations; special attention to training and curriculum review that addresses the demands of emerging global security challenges. Secondly, officer’s welfare remains a thorny issue which can potentially stifle any crime prevention initiative. Welfare issues of concern such as merit and fairness in promotions, rewards and other incentives, and better compensation were said to be an integral part of any serious police reform agenda.

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14

Marobela, M. N. S., and Rudolph L. Boy. "The Hidden Hand of Neoliberal Global Institutions: The World Bank and the Reshaping of Botswana Public Sector." Journal of Public Administration and Governance 2, no. 2 (July 3, 2013): 89. http://dx.doi.org/10.5296/jpag.v2i2.2040.

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This paper examines how powerful international institutions work to influence the reforms trajectory in the developing countries. A key dynamic that brings them to Botswana is the neoliberal agenda of the World Bank, which has been increasingly creeping into the public sector in many countries. For Botswana, this comes not as a surprise as the government is renowned for its strong conviction in the free market as a vehicle for development and prosperity. However, what is surprising is the idea being peddled by government bureaucrats that these changes are mainly initiated from within. It is argued that the involvement of networks of international organisations in Botswana’s reforms dispels this myth. The paper demonstrates how earlier concerns raised by the World Bank, of low productivity in Botswana became materialised with the assistance of a number of consultants from international institutions, who provided varied support to the government of Botswana. For example such assistance came in form of financial, intellectual, and training of government officers. It is from the role played by these international institutions that the national structures and mechanisms have changed the public service. This has eventually led to neoliberal reforms in the form of Performance Management System being the accepted dogma for improving productivity in the Botswana public service.

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15

Tantahara, Moeheriono, and Sulistyanto. "OPTIMIZATION OF HUMAN RESOURCES FOR WOMEN IN THE TNI ENVIRONMENT IN THE MISSION OF MAINTENING WORLD PEACE BASED ON UNSCR 1325." International Journal of Applied Research in Social Sciences 4, no. 7 (September 20, 2022): 247–67. http://dx.doi.org/10.51594/ijarss.v4i7.373.

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This study aims to describe and analyze the Bureaucracy of Human Resources and the opportunities and challenges of optimizing the role of TNI women in world peacekeeping missions. The method used in this research is qualitative method. The results showed that the optimization of the role of TNI women in the world peacekeeping mission was realized through Administrative Reform in the Human Resources Sector, starting with a recruitment and selection process policy based on standards according to the needs of the UN. Every female TNI personnel who pass the recruitment and selection are given competency training to support operations in the field. Coaching includes aspects of personnel (groups) to develop the quantity of needs desired by the UN. Institutionally, organizational development is carried out in accordance with Presidential Regulation Number 85 of 2011. The opportunity to increase the proportion of women in the Indonesian Armed Forces is a long-term commitment of Indonesia to the WPS Agenda. Challenges faced in Involvement at the international level, Indonesia sent women TNI and Polri to the UN Peacekeeping Mission, among others, there is still a gap in the proportion of male and female soldiers due to the absence of a map depicting the increase in the number of women in the TNI in the Indonesian Defense White Paper, there is no National Action Plan from TNI/Kemhan Headquarters regarding women's participation, there is still no integrated communication from the United Nations to the Government of Indonesia. Keywords: Optimization, Role of Women, Peacekeeping Operations.

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16

Guleva, M. A. "Education development in rural China as an important factor for socio-economic development in the 14<sup>th</sup> Five-Year Plan period." Orientalistica 5, no. 4 (December 20, 2022): 857–66. http://dx.doi.org/10.31696/2618-7043-2022-5-4-857-866.

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Against the backdrop of major reforms in education development in the 21st century, in the run-up to the adoption of China’s new 14th Five-Year National Economic and Social Development Plan (the 14th Five-Year Plan), plans for education development in rural China have been announced again and again. However, it is no longer just a question of ensuring quality basic education, but also of developing other segments of education as an essential component of the country’s continued economic growth. The authorities are now taking a more comprehensive approach to the development of the country’s rural areas, so the most pressing issues in this regard are included in the agenda: ensuring the quality of education, training personnel in rural areas, creating conditions for improving the skills of those employed in agriculture, as well as issues related to the social features of regional development, creating favorable living, working and social security conditions for the elderly, whose numbers are increasing every year. Such a comprehensive approach to solving the problems of socio-economic development of rural regions will be one of the most important points in the implementation of the new five-year plan.

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17

Andreiev, S., S. Geraskov, R. Dymenko, A. Kostrubitska, and O. Lukianov. "FROM STATE TO PUBLIC ADMINISTRATION: AN ANALYSIS OF MANAGERIAL TRAINING IN HIGHER EDUCATION SYSTEM OF UKRAINE." Financial and credit activity problems of theory and practice 6, no. 41 (January 10, 2022): 521–33. http://dx.doi.org/10.18371/fcaptp.v6i41.251522.

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Abstract. One of the current challenges on the Ukrainian agenda is how to improve managerial training system that could implement effective democratic reforms in various spheres of public life, and at the same time provide proper protection of the national interests of state. The research objective is to explore an assumption that active and not properly substantiated implementation of modern concepts and approaches in the field of public administration into the science and practice of state administration in Ukraine does not necessarily lead to positive consequences for democratic transformations of state administration, in particular managerial training in higher education system. In this study we distinguish the concept of «State Administration», which is now applicable for Ukraine, from «Public Administration», where the latter may be regarded as only partial equivalent if translating the former one. Based on the analysis of documents including laws, resolutions, orders, etc., as well as descriptive analysis of statistical data, the authors of this study trace the process of transformations of managerial training in higher education system of Ukraine and discuss possible future development scenarios of relevant subject area. An introduction of field of study and specialty «Public Administration» in Ukraine in 2015—2016 does not provide us an answer to question of what essentially constitutes «Public Administration», and what place in this area is occupied by theory and practice of the previously existing «State Administration». These findings let us suggest the most viable direction for development of managerial training in Ukraine is restoration, in accordance with procedure established by law, of field of study «State Administration». Lack of the statist component in training of specialists on specialty «Public Administration» will lead to misunderstanding by future managers of essence of institution in a sovereign state, as well as nature of «State Administration», its social impact, functions and role in regulating social development and economic processes, in particular ensuring safety of population. Keywords: managerial training, field of study, higher education system, state administration, public administration, educational specialty, Ukraine. JEL Classіfіcatіon H10, H11, H19 Formulas: 0; fig.: 1; tabl.: 2; bibl.: 37.

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18

SoRelle, Ruth. "Medical Liability Reform Makes National Agenda." Emergency Medicine News 25, no. 1 (January 2003): 1. http://dx.doi.org/10.1097/00132981-200301000-00002.

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19

Waters, Melinda, Linda Simon, Michele Simons, Jennifer Davids, and Bobby Harreveld. "A case for scholarly activity in vocational education in Australia." Higher Education, Skills and Work-Based Learning 5, no. 1 (February 9, 2015): 14–31. http://dx.doi.org/10.1108/heswbl-08-2014-0038.

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Purpose – As neoliberal reforms take hold in the vocational education and training (VET) sector in Australia, there is renewed interest in the quality of teaching practice. However, despite the value of practitioner inquiry to the quality of teaching in schools, scholarly practice in higher education, and established links between the quality of teaching and outcomes for learners and between practice-based inquiry and pedagogic innovation in VET, the practices has received little attention. The purpose of this paper is to explore the value of a college-wide culture of scholarly activity to learners, enterprises, VET institutions, educators and the national productivity agenda. Design/methodology/approach – Drawing on the education literature, empirical examples of scholarly activity drawn from the authors’ experiences of working with VET practitioners, this paper asks what constitutes research and inquiry in VET, why should these practices be integral to educative practice and what value do they bring to the sector? In addressing the questions, the authors explore how research and inquiry is defined in the literature and draw on three empirical examples of scholarly activities to provide a national, institutional and individual view. A discussion about the value of scholarly activities to VET stakeholders and how the practices might be fostered and sustained concludes the paper. Findings – The paper concludes that practice-based scholarly activities in VET cultivate rich potential for renewed and innovative pedagogies that improve outcomes for learners, respond to industry demands for innovative skills, build “pedagogic capital” for VET institutions, enrich the knowledge base of policy makers and build resilience and professionalism. The authors conclude by positioning VET educators as scholars in their own right along a continuum of scholarly activity and posing the proposition that when valued, scholarly activities are practices for new times that will build a strong and vibrant profession for the future. Research limitations/implications – This paper brings together the authors’ experiences of working with VET practitioners as the authors engage in scholarly activities. While each vignette was drawn from a formal research project in each case, the paper itself was not structured around a formal research activity, although a small survey was undertaken for vignette 1. This poses limitations to the findings of the study. However, the purpose of the paper is not to be conclusive but to forward an argument for more scholarly activity in VET in order to promote further research and debate. Originality/value – This paper contributes to the current debate in Australia about the quality of teaching in VET and the sectors’ capability to produce “work-ready” graduates. It brings to the fore the value of scholarly activity for educators, learners, industry and communities, VET institutions and the broader national innovation agenda. As such, it has relevance to all VET stakeholders, most particularly policy makers, leaders and practitioners in VET.

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20

Sher, J. L., M. R. Reed, P. Calvert, W. A. Wallace, and A. Lamb. "Influencing the national training agenda." Journal of Bone and Joint Surgery. British volume 87-B, no. 9 (September 2005): 1182–86. http://dx.doi.org/10.1302/0301-620x.87b9.16433.

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21

Supartoyo, Yesi Hendriani. "Literasi Digital Mendukung Daya Saing dan Transformasi Digital Menuju Era Society 5.0." Jurnal Abdimas Adpi Sosial dan Humaniora 3, no. 3 (September 30, 2022): 387–91. http://dx.doi.org/10.47841/jsoshum.v3i3.207.

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The Indonesian government's support for the digital economy in Indonesia's G20 Presidency in 2022 is to develop several priorities in the Digital Economy Working Group, including those covering digital literacy. The G20 agenda is considered to be a momentum for accelerating digital transformation. Based on the Digital Competitiveness Index 2022 data which mapped digital competitiveness in Indonesia, it was stated that now is the momentum towards Indonesia's digital era. This is one of the pillar indicators of the Digital Society, which will be achieved if the community can improve their digital literacy skills to help support their economy. One of them is through the Digital Literacy Index which is a variable from Human Resources. Society 5.0 is an era where all technology is part of humans themselves. Society 5.0 is a “solution” of the Industrial Revolution 4.0. Society 5.0 is expected to create new value through the development of advanced technology that can reduce the relationship between humans and economic problems in the future. To take advantage of these opportunities and answer these challenges, the Indonesian people are required to have data literacy and technology skills towards Society 5.0. The government through the National Digital Literacy Movement has provided digital knowledge training so that the public can gain access to digital literacy with a target of 12.5 million people per year until 2024. This is in line with the Strategic Priority Project/Major Project of the Government's Work Plan for 2022 in the context of recovery economic and structural reforms, namely aspects of increasing public literacy, especially people's digital literacy.

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22

Curtain, R. "The Australian Government's Training Reform Agenda: Is It Working?" Asia Pacific Journal of Human Resources 32, no. 2 (December 1, 1994): 43–56. http://dx.doi.org/10.1177/103841119403200205.

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23

Cole, Michael. "Local Government Reform In Britain 1997–2001: National Forces and International Trends." Government and Opposition 38, no. 2 (2003): 181–202. http://dx.doi.org/10.1111/1477-7053.t01-1-00011.

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AbstractThis article considers the origins of the local government reform agenda of the 1997 to 2001 Labour government. The analysis identifies a wide range of factors including recurring themes in the debate about local government, market mechanisms, Labour Party politics, the traditions of the British state, the constitutional reform agenda and the international context. This study also develops the notion of shifting constraints to explain this process and the agenda of the current Labour administration.

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24

Menezes, Flavio M., and Harry Clarke. "The National Tax Forum: The Evolving Tax Reform Agenda." Economic Papers: A journal of applied economics and policy 31, no. 1 (February 20, 2012): 1–2. http://dx.doi.org/10.1111/j.1759-3441.2012.00164.x.

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25

NORSIGIAN, JUDY. "Women and National Health Care Reform: A Progressive Feminist Agenda." Journal of Women's Health 2, no. 1 (January 1993): 91–94. http://dx.doi.org/10.1089/jwh.1993.2.91.

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26

Mohammad, N. Akhter. "National Medical Association Health Policy Priorities: Health Care Reform Agenda." Journal of the National Medical Association 101, no. 3 (March 2009): 285–90. http://dx.doi.org/10.1016/s0027-9684(15)30864-6.

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27

Jarmin, Razman. "Transformation of Surgical Training Through National Transformation 2050 (TN50): A National Agenda." Journal of Surgical Academia 7, no. 2 (November 24, 2017): 1–3. http://dx.doi.org/10.17576/jsa.2017.0702.01.

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28

Kumar, Preeti, and Alexander W. Wiseman. "Teacher quality discourse in India: A national reform agenda content analysis." Teaching and Teacher Education 107 (November 2021): 103504. http://dx.doi.org/10.1016/j.tate.2021.103504.

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29

McClintock, Paul. "COAG's Reform Agenda, the Seamless National Economy and Accountability for Outcomes." Australian Journal of Public Administration 72, no. 1 (March 2013): 66–72. http://dx.doi.org/10.1111/1467-8500.12010.

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30

Stitt, N., and S. Aranha. "Increasing Consent Rates in Australia; Implementation of the National Reform Agenda." Transplantation Journal 94, no. 10S (November 2012): 339. http://dx.doi.org/10.1097/00007890-201211271-00627.

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31

Swaffield, Lizzie. "Never Waste a Crisis: Understanding the Welsh Policy Response to PISA in the Context of the Globally Structured Reform Agenda." Cylchgrawn Addysg Cymru / Wales Journal of Education 19, no. 1 (March 1, 2017): 182–91. http://dx.doi.org/10.16922/wje.19.1.11.

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This article considers the nature of the globally structured reform agenda including the role of international organisations and the development of new supra-national modes of governance. It discusses the impact of this agenda on education policy within national education systems with a particular focus on the Organisation for Economic Cooperation and Development's (OECD) Programme for International Student Assessment (PISA) as an example of the globally structured reform agenda. It explores the role PISA has in global educational governance and in influencing the transfer of policy between education systems. Policy responses to PISA are critically discussed with a particular focus on the response in Wales. It is argued that new supra-national modes of governance shape education systems and the transfer of policy between them, but that they are also used as a tool to further domestic political agendas in order to bring about reforms.

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OKOLI, AL CHUKWUMA. "REFORMISM AND NATIONAL DEVELOPMENT: INTERROGATING OBASANJO’S REFORM LEGACIES AND PROSPECTING POST-2015 REFORM AGENDA IN NIGERIA." WILBERFORCE JOURNAL OF THE SOCIAL SCIENCES 2, no. 2 (September 10, 2017): 94–115. http://dx.doi.org/10.36108/wjss/7102.20.0260.

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This paper examined the implications of reform for national development of Nigeria with particular reference to Obasanjo’s regime (1999-2007), with a view to leveraging scholarly-cum-policy insights. Relying on secondary sources of data, the paper positsthat the various reform programmes undertaken during Obasanjo’s regime contributed in repositioning the target-sectors. The paper observes that the reforms were nonetheless marred by systemic contradictions that tended to negate their efficacy and sustainability. In the main, the legacies of Obasanjo’s reforms are interrogated in with a view to setting agenda for post-2015 development reform in Nigeria.

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Wise, Arthur E., and Gerald E. Sroufe. "A Response to America's Reform Agenda: The National Institutes for Educational Improvement." Educational Researcher 19, no. 4 (May 1990): 22. http://dx.doi.org/10.2307/1176385.

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Sturmey, Peter. "The national reform agenda and people with mental retardation. Putting people first." Research in Developmental Disabilities 16, no. 6 (November 1995): 501–2. http://dx.doi.org/10.1016/0891-4222(95)90003-9.

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Zhu, Yiming. "New National Initiatives of Modernizing Education in China." ECNU Review of Education 2, no. 3 (September 2019): 353–62. http://dx.doi.org/10.1177/2096531119868069.

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Purpose: This article aims to shed light on a latest education policy blueprint in China, titled China’s education modernization 2035, which was issued by the Central Government of China in February of 2019. Design/Approach/Methods: This is an analytical policy review. Findings: The author argues that this new Chinese educational policy was driven by three factors: UN 2030 Agenda, China’s national strategy, and Chinese educational reform and improvement. In China’s education modernization 2035, eight key principles were rooted in the Chinese context and also recognized by international society. According to this policy initiative, 10 specific strategical tasks are outlined to reform Chinese education toward 2035. Originality/Value: The article will be useful to learn and understand the new directions and the future approaches of Chinese education development and reform toward 2035.

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Nance, David, and Rod Fawns. "Teachers’ Working Knowledge and Training: the Australian agenda for reform of teacher education." Journal of Education for Teaching 19, no. 2 (January 1993): 159–73. http://dx.doi.org/10.1080/0260747930190204.

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McGuine, Timothy A. "Athletic Training in the Secondary School Setting: Toward a National Agenda." Athletic Therapy Today 15, no. 6 (November 2010): 1–3. http://dx.doi.org/10.1123/att.15.6.1.

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Kim, Dongwook. "Organizational Designing for National Informatization." Korean Journal of Policy Studies 18, no. 1 (August 31, 2003): 11–20. http://dx.doi.org/10.52372/kjps18102.

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As Korean society has progressed into information society, the organizational innovation factor becomes more crucial to successful informatization projects than technical factor. This paper explores alternative organizational structure for informatization policy for roh Moo-hyun administration. Current Information promotion Committee headed by prime minister doesn't work well. National informatization and e-government should consider the president's national innovation vision and agenda. Organizational structure for national Informatization is composed of national CIO and president's council, a ministry managing informatization, and ministerial CIO organizations. This paper suggests an organizational structure for informatization policy. President presided over Council for National Informatization. The chief secretary of innovation who is national CIO, coordinates the Council. The Ministry of Reform, Planning and Budget handles government innovation, planning, informatization, budget, and evaluation and implements the president's innovation agendas. A ministerial CIO handles sectorial informatization and e-government projects. Next government-wide ministerial reorganization under President Roh should create a national CIO, president's council of informatization, and ministry of reform, planning and budget.

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Fleischer, David. "The Cardoso Government's Reform Agenda: A View from the National Congress, 1995-1998." Journal of Interamerican Studies and World Affairs 40, no. 4 (1998): 119. http://dx.doi.org/10.2307/166457.

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JhungsooPark. "National Assembly’s budget assessment evaluation of current status quo and some reform agenda." Ewha Journal of Social Sciences 29, no. ll (June 2013): 301–32. http://dx.doi.org/10.16935/ejss.2013.29..009.

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Tatham, Peter. "Career Industry Council to Foucus on Council of Australian Governments' National Reform Agenda." Australian Journal of Career Development 15, no. 3 (October 2006): 65–66. http://dx.doi.org/10.1177/103841620601500314.

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Gallagher, James J. "National Agenda for Educating Gifted Students: Statement of Priorities." Exceptional Children 55, no. 2 (October 1988): 107–14. http://dx.doi.org/10.1177/001440298805500202.

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This article outlines a proposed national agenda for the education of gifted students. It addresses the issue of why we should care about the needs of gifted students and provides three major areas of unmet needs that cannot be cared for by local school initiatives. These areas are the educational needs of gifted underserved such as underachievers, young gifted, and gifted women; the need for a program quality support network, including research, demonstration, development, and leadership training, and collaborative efforts with other professionals, including such matters as curriculum development, technology, and definitions of intelligence.

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Ladwig, James G., and Vivienne White. "Integrating Research and Development in the National Schools Network." Australian Journal of Education 40, no. 3 (November 1996): 302–10. http://dx.doi.org/10.1177/000494419604000307.

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Amidst a host of recent teacher professional development initiatives in Australia, the National Schools Network (NSN) can be seen as a major educational reform program. Funded by the commonwealth and state systems, the NSN is a national network providing support for over 200 Australian schools that are rethinking their work organisations and teaching and learning practices in order to improve learning outcomes for students and teachers. A key aspect of the NSN's work has been to link the professional development of teachers with a systematic research program which focuses on issues of organisational change and restructuring. This paper reports on the ongoing development of the NSN, place its work within the larger national and international educational reform agenda, and provides an overview of the Network's strategic rationale for its research and development programs.

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JhungsooPark. "Reform Agenda for the National Public Finance System in Korea and the Road Ahead." Ewha Journal of Social Sciences 26, no. ll (December 2011): 25–51. http://dx.doi.org/10.16935/ejss.2011.26..002.

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Noblit, George W. "What's missing from the national agenda for school reform? Teacher professionalism and local initiative." Urban Review 18, no. 1 (1986): 40–51. http://dx.doi.org/10.1007/bf01112122.

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Adji Suradji Muhammad, Khairul Ikhsan,. "Reformasi Agraria Joko Widodo-Jusuf Kalla dalam Konsep dan Realita Kepemimpinan yang Fasilitatif (Facilitative Leadership)." Dialektika Publik : Jurnal Administrasi Negara Universitas Putera Batam 4, no. 1 (August 29, 2019): 48. http://dx.doi.org/10.33884/dialektikapublik.v4i1.1364.

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The The focus of the discussion in this paper will examine leadership theoretically and case studies are seen as an important element in bringing stakeholders to direct them to carry out collaborative processes or what we call Facilitative Leadership. But this concept of leadership is not a traditional leadership concept that has been known. Jokowi-Jusuf Kalla's leadership contains the agenda of the Agrarian Reform which starts from the regions and villages. In the Nine Priority Agenda, also known as Nawacita, it was stated that agrarian reform in the form of direct pledging guarantees legal certainty in land ownership rights, resolving land disputes and opposing the criminalization of the resumption of community land rights. It is interesting to study how the correlation of the National Agrarian Reform Program by the Government of President Joko Widodo is if we relate it to the concept of facilitative leadership.

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Ikhsan, Khairul, and Adji Suradji Muhammad. "Reformasi Agraria Joko Widodo-Jusuf Kalla dalam Konsep dan Realita Kepemimpinan yang Fasilitatif (Facilitative Leadership)." KEMUDI : Jurnal Ilmu Pemerintahan 4, no. 1 (August 31, 2019): 1–20. http://dx.doi.org/10.31629/kemudi.v4i1.1297.

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The focus of the discussion in this paper will examine leadership theoretically and case studies are seen as an important element in bringing stakeholders to direct them to carry out collaborative processes or what we call Facilitative Leadership. But this concept of leadership is not a traditional leadership concept that has been known. Jokowi-Jusuf Kalla's leadership contains the agenda of the Agrarian Reform which starts from the regions and villages. In the Nine Priority Agenda, also known as Nawacita, it was stated that agrarian reform in the form of direct pledging guarantees legal certainty in land ownership rights, resolving land disputes and opposing the criminalization of the resumption of community land rights. It is interesting to study how the correlation of the National Agrarian Reform Program by the Government of President Joko Widodo is if we relate it to the concept of facilitative leadership.

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Imanuella, Johana, and Renitha Dwi Hapsari. "Peran FFPU Sebagai Norm Entrepreneur Agenda Women, Peace and Security (WPS) dalam RSK di Liberia." Frequency of International Relations (FETRIAN) 4, no. 1 (May 30, 2022): 24–62. http://dx.doi.org/10.25077/fetrian.4.1.24-62.2022.

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Peacekeepers are front-line actors who are not only in direct contact with communities in post-conflict setting, but are also involved in the country’s security sector reform. This study is intended to find out how FFPU plays the role as WPS Agenda norm entrepreneur in SSR in Liberia. This study uses descriptive methodology using secondary data sources. The study shows that FFPU acted as a norm entrepreneur of the WPS agenda in SSR in Liberia through the unit’s involvement in Liberian police reform (Liberia National Police, LNP), which can be seen though the unit’s position as a role model for Liberian women, as well as given the responsibility to communicate the transformation of the police, from a corrupt institution to a trustworthy guardian.

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Praetz, Helen. "The National Training Reform and the Preparation of Teachers: new approaches." Asia-Pacific Journal of Teacher Education 24, no. 1 (March 1996): 7–16. http://dx.doi.org/10.1080/1359866960240102.

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El Muhtaj, Majda. "A Critical Analysis of the Indonesian Human Rights Action Plan 1998-2020." Jurnal HAM 13, no. 3 (December 22, 2022): 519. http://dx.doi.org/10.30641/ham.2022.13.519-538.

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This article analyzes the emergence and development of the National Human Rights Action Plan (NHRAP) or Rencana Aksi Nasional Hak Asasi Manusia (Ranham) during Indonesian Reform era, 1998-2020. Ranham is recognized as a national strategic policy document that describes and explains; 1) how the state incorporates human rights principles and norms into its policies, and 2) how to measure its remarkable achievements. All Indonesian governments have adopted and implemented Ranham, which was enacted by Presidential Regulations during five phases in the two decades of the Reform era. Ranham was derived and mandated by the Vienna Declaration and Program of Action (VDPA) 1993. Up until recently, more than 70 states have formulated the Ranham, including Indonesia. This article discovers that the policy of Ranham during the Reform era reflects the national commitment to the human rights agenda. However, the lack of the conceptualization of human rights still impedes the development and reinforcement of the national human rights system.

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