A escola republicana francesa frente às exigências da lógica econômica: qual democracia? Entrevista com André D. Robert

How can teachers’ understandings of policy as local knowledge inform policy implementation in schools? This article investigates policy understanding and implementation in urban primary schools and locates the inquiry in the transitional South African context. The author illustrates teachers’ understandings of policy in times of transition and shows how such local knowledge affects policy implementation. She argues that although teachers play an important role in our education system, more often than not, they are a silent voice during policy formulation, which implies that local knowledge might be underplayed, discounted, or simply ignored. She discusses the contextual background and how qualitative inquiry can shape and inform policy implementation. The article presents a conceptual framework for policy implementation and thrashes out what policy may learn from teachers at the microlevels, that is, local knowledge. The author discusses the empirical data and the understandings of teachers of policy and concludes with a few implications for policy implementation.

This study explored the influence of school policies implementation on teacher professionalism among 84 selected elementary teachers in the Division of Davao Oriental. Utilizing a descriptive-correlational research design, validated and pilot tested survey instruments were employed to measure three key domains of school policies implementation, clarity of policies, support for policy compliance, and impact on student engagement, and their relationship with teacher professionalism. Data analysis was conducted using weighted mean, Pearson product-moment correlation, and multiple regression analysis. Findings revealed that both school policies implementation and teacher professionalism were rated at an extensive level. Moreover, a significant positive relationship was found between school policies implementation and teacher professionalism. Regression analysis further indicated that all three domains of school policies implementation significantly influence teacher professionalism, with an R² value of 0.6415, suggesting that 64.15% of the variance in teacher professionalism is explained by the predictors. These results align with theoretical frameworks such as Behaviorism, Social Cognitive Theory, Constructivism, and Adult Learning Theory, reinforcing the importance of clear, supportive, and student-focused policies. The study concludes that well-implemented school policies are vital in promoting and sustaining teacher professionalism and recommends policy enhancements, school leadership support, teacher engagement, and further research. Keywords: School Policies; Teacher Professionalism; Policy Implementation; Teacher Behavior; Educational Leadership; Professional Development.

This study aims to: 1). models describe the implementation of school policies on student discipline infraction points 2). describing the constraints in the implementation of school policies on student discipline infraction points, 3). describing the efforts to overcome obstacles in implementing school policies on student discipline infraction points. 4). describe the impact of school policies on student discipline violations points in SMP 4 Mejayan. Researchers observed an existing policy using observations, interviews and document research. The results showed: 1). student discipline violation points is to use a points system violation, 2). Constraints in the implementation of student discipline include non-physical barriers and physical barriers to the school environment, 3). Efforts to overcome barriers to the implementation of the order of students is done by principal's conduct coaching teachers, staff, and all the elements that exist in the school, 4). the impact of school policies is the number of offenses committed students dropped dramatically, the behavior of the students have started to show the existence of such character behavior, discipline, respect for legal norms in force, responsible, healthy lifestyle

This study aimed at describing 1) implementation of school policy in tackling juvenile delinquency in SMA Muhammadiyah 9 Rawabening; 2) supporting and inhibiting factors in implementing school policy implementation. This research is qualitative research. This research was conducted in SMA Muhammadiyah 9 Rawabening with research subjects is headmaster, student, teacher, and class guardian. Data collection techniques were interview, observation and document study. Data analysis technique using Miles and Hubberman interactive model. The results showed that 1) implementation of school policy in tackling delinquency teenagers composed in curative countermeasures in the form of socialization provided from the Department of Education of South Sumatra; Police; as well as the National Narcotics Agency. Representative efforts in the form of school rules that are applied in everyday life and must be obeyed by learners. Preventive efforts include reprimands for students who violate school rules. 2) supporting factor was high commitment of all school residents and parents, relationships are woven, and active participation of all parties. Inhibiting factors were resources that are not optimal, differences in inter-educator handling, and less strict punishment.

This article attempts to describe the "true tangle" between school policy at the level of idealism with the progress and commemoration of the competence of school leavers in the field of praxis in the field. This research takes place in SMK Muhammadiyah 2 Playen, Yogyakarta. Based on the evaluative analysis in the school showed that; 1) Generally, The formulation of school policy can be said to support the improvement of competency standards of graduate students SMK Muhammadiyah 2 Playen. The formulation of policy (policy making) is done through deliberation or work meeting of leaders and teachers. Judging from the form aktivnnya, then the policy is in the form of academic and non academic activities. 2) at the level of policy implementation, the policy implementers themselves come from the highest levels to the lowest levels such as head master, teachers, staffs, and students. Implementation is certainly through the process of communication and socialization with the target of school policy. the implementation of school policies on the way and the process of course encountered obstacles and challenges. The point that support the implementation of school programs are consistency of school residents, acceptance and participation of school residents and communication. While the obstacles and challenges of implementation of the policy include; lack of potential sources of schools; low student learning motivation; limited economic parent; and the low awareness of teachers. 3) Evaluation of school policy. As for those who act as evaluators of school policies are those who are involved in the formulation and implementing of school policies, especially principals and teachers.

Objective - The Malaysian education policy detailed in the Malaysian Education Blueprint 2013- 2025 (PPPM) calls for a transformation in the education system, aims to realise the country's aspirations, and produce talented human capital. However, according to several reports, the quality of Malaysian education remains moderate. To ensure effective implementation of new educational policies, change management approaches, such as the ‘Hall and Hord Intervention Function Model’, can be considered. However, questions such as the extent to which change management is implemented in schools and whether it can foster positive acceptance of educational policy reform efforts have arisen. Methodology/Technique - A descriptive case study was employed in two urban and two rural national secondary schools in Perak to gain comprehensive insights into the issue by gathering qualitative data from 19 school administrators through interviews. Thematic analysis was conducted to systematically examine participants' perspectives, yielding themes and insights, with the Intervention Function Model as a reference. Findings – This study identified change management elements across all six intervention functions, with notable improvement needed in Function 2, ‘Planning and Providing Resources’. Although this change management practice is not implemented in a structured manner or grounded in a clear theoretical framework, the case study identified 10 themes that map to six functions in the Intervention Function Model, reflecting change management practices that influence the acceptance of education policy implementation. Novelty: This study provides empirical support for the Intervention Function Model as a practical framework for change management. Policymakers may evaluate the progress of policy implementation more systematically. Educational leaders can employ it as a systematic approach to enhance the adoption of new policy practices among educators. Type of Paper: Empirical JEL Classification: I28, H75, O15. Keywords: Change management; Intervention Function Model; Policy implementation; Malaysia education. Reference to this paper should be made as follows: Suid, W.A.F.W.M; Noor, M.A.M. (2025). Change Management Practices in the Implementation of Educational Policies in Schools, J. Mgt. Mkt. Review, 10(4), 154 – 162. https://doi.org/10.35609/jmmr.2025.10.4(5)

Pilot-Testing an Intervention to Enhance Wellness Policy Implementation in Schools: Wellness Champions for Change

NP17 Approaches to Enhancing Wellness Policy Implementation in Schools to Prevent Obesity: Implementation/Plans for Dissemination

The South African Constitution outlaws all forms of discrimination on the basis of race, gender , cultural origin, age, religion and so forth. The post-Apartheid government of South Africa has put in place policies and programmes to enhance gender equality. In education different policies have been put in place to ensure gender equality at all levels and these are currently being implemented. This study examined the implementation of gender equality policies in schools in South Africa. Data was collected through observation and face to face interviews with twenty-five primary and high school teachers and two district education of ficials. The study revealed that boys and girls have equal access to the school system. Consequently, the new curriculum and most of learning materials in schools visited are gender sensitive. However , girls continue to be disadvantaged by the fact that classroom practice continue to favour boys and mar ginalize girls. The school environment does not promote favourable conditions for learning for girls as they are most af fected by sexual violence.

Introduction: Tobacco use has become quite common in school students worldwide and Pakistan is one of those countries massively affected. Data about implementation of tobacco control policies in schools of Peshawar city are scanty, with consequences for the health of students and school staff.
 Objectives: To evaluate the implementation of tobacco control policies in schools, and the effect these policies have on tobacco use among students.
 Material & Methods: A cross sectional study was conducted among 3 private and 3 public schools of Peshawar city. Self-structured Questionnaires were used to collect data from school administration and the students. Schools were selected through simple random sampling. Classes 8, 9 and 10 were selected from each school and one section was selected from each class randomly. Students were selected through systematic sampling in which every third student was selected from each row. The age group of study subjects ranged from 12 to 18 years.
 Results: Out of the 230 students that participated in the study, 51.3% were from the age group 15-18 years and 48.7% students were in the age group 12-14 years. Amongst these, 6.52% of students reported using tobacco products. Of 6 schools included in the study, 4 were unaware of the latest tobacco control policy developed by Khyber Pakhtunkhwa (KP) government for schools. Of the remaining 2 schools, only one was effectively implementing the policy, in which 8.10% students were regular users of tobacco compared to 5.4% of students from schools not following the tobacco policy. The schools unaware of tobacco policies had 6.4% students using tobacco.
 Conclusion: Two-thirds of the schools were unaware of any Tobacco Policy. An almost total lack of policy implementation was observed in the schools studied, even among the schools aware of the policy.

<p>Este artículo incorpora parte de los resultados de una investigación sobre algunos factores que dificultan el efectivo desarrollo de la innovación con TIC en centros de enseñanza obligatoria de las comunidades de Andalucía, Canarias, Extremadura y País Vasco, además de ver si existen diferencias entre ellas. Los datos presentados forman parte de un proyecto de investigación titulado ‘<em>Políticas educativas autonómicas y sus efectos sobre la innovación pedagógica en el uso de las TIC en los centros escolares</em>’, financiado<em> </em>por el Plan Nacional de I+D. La información se ha obtenido a partir de una escala tipo Likert basada en factores que dificultan y obstaculizan el éxito de la implantación de las políticas educativas TIC, y que a su vez está basada en resultados de otras investigaciones nacionales e internacionales acerca del objeto de estudio. La muestra se compone de 49 centros de educación obligatoria de las comunidades de Andalucía, Canarias, Extremadura y País Vasco. Según los resultados obtenidos se corrobora que la escala utilizada es válida y fiable. Además del análisis global de medias se extrae que la ‘falta de tiempo y dedicación para la incorporación de las TIC en la enseñanza’ y que ‘los profesores no tienen conocimientos ni habilidades básicas en TIC’ son variables que dificultan la implantación de las políticas educativas TIC en los centros escolares. Por ello, este estudio puede ser muy interesante a considerar a la hora de planificar nuevas políticas educativas TIC.</p>

The educational expansion of the last decades has broadened access to higher education. Especially girls caught up with boys in their educational attainments (DiPrete and Buchmann 2013). Whether educational inequalities by social origin decreased is less clear. Moreover, there is evidence that this trend might be gender specific: Becker and Muller (2011) show that the effects of social origin on educational outcomes remained strong for boys but less so for girls. At the same time, improved education for women has not translated into equal work opportunities for men and women (Blau and Kahn 2016). So far, in research on educational transitions and/or labour market inequalities, effects of social origin and gender have rarely been studied jointly (for an exception see Rivera and Tilcsik 2016). The aim of our research is to fill this gap and better understand the mechanisms that lead to differences in occupational outcomes at the intersection of social origin and gender by considering different pathways from compulsory education into the labour market. Theoretically, we combine two lines of argumentation: First, we draw on the literature on primary and secondary effects of origin (Bourdieu and Passeron 1971; Boudon 1974; Breen and Goldthorpe 1997). Second, we assume that the horizontal gender segregation by field of study, vocational education and training (VET), and occupation (Barone and Schizzerotto 2011; Charles and Bradley 2009; Gabay-Egozi et al. 2014) can translate into vertical stratification (for Switzerland see for example: Imdorf and Hupka-Brunner 2015; Hupka-Brunner et al. 2011; Zimmermann 2012). Furthermore, we pursue a life-course perspective to identify cumulative advantages or disadvantages over the educational trajectory (Sackmann 2007, Chapter 6). In order to investigate this empirically, we use data from the TREE (Transitions from Education to Employment) panel study that follows a large sample of Swiss PISA 2000 participants in their transition from education to their labour market position at age 30 (nine data collection waves, 2001–2014). In a first step, we employ sequence analysis to identify relevant clusters of sequences of education and job episodes of the respondents. Then, we conduct regression analysis to determine how these types of educational pathways influence job outcomes depending on social origin and gender. Classifying the pathways using sequence analysis allows us to reduce the complexity of individual life courses without sacrificing the strength of panel data. Preliminary results show, first, that educational pathways differ by social origin and gender. The higher the social status of the parents, the more likely it is that children pass through one of the academic pathways. Similarly, women more often to run through an academic track, whereas men more frequently complete vocational training. Second, these different trajectories lead to unequal occupational status. Net of the educational trajectory also a significant effect of social origin remains. Finally, gender effects on job outcomes are specific to educational trajectories, indicating that they result from horizontal segregation.

ABSTRACTIn this multi-case qualitative study the degree to which school-based decision-making (SBDM) is understood and conceptualised by the members of school governing bodies (SGBs) - educators, chairpersons of SGBs, principals, and learner representative councils-as well the extent to which decisions were shared among the various groups represented on the SGBs were examined. Multiple sources, such as meeting observations and interviews were used to collect data. Data revealed that decision-making processes in townships and rural schools seemed to be dominated by educators (educator-dominated SGB) and principals (principal-dominated SGB) respectively, while the urban school appeared to have achieved true shared decision-making (balanced decision-making). I therefore suggest that it is not sufficient to accept that promulgation at face value; and expect that implementation of policies in schools would suddenly convert these schools into true institutions practising and cherishing shared decision-making in their daily operations. Collective active efforts and ongoing training are still needed for the more effective functioning of SGBs. Although the research has tended to validate the findings of other studies, it has also made some contribution to the knowledge about the integration of the adapted governance models to analyse the extent to which decisions were shared among the members of SGBs in the selected three case studies. Its use in this study is, therefore, a methodological contribution to the study of SBDM.

Approaches to Enhancing Wellness Policy Implementation in Schools to Promote Healthy Behaviors and Prevent Obesity

Within the scope of this article we went further into the question to what extent particularistic attributes - social origin and gender - can affect selection processes (1) in access to and (2) in later career attainment after achieving the doctoral degree. The analyses are based on a questionnaire survey (n = 2 244) among doctoral degree holders achieving the doctoral degree in six selected disciplines (biology, electrical engineering, German studies, mathematics, social sciences, and business studies/ economics) at German universities. In terms of our first object of investigation, the analyses show that in four out of six disciplines doctoral degree holders are a selected group compared to university graduates with regard to both social origin and gender. In terms of our second object of investigation - the impact of particularistic attributes on several indicators of further career attainment after achieving the doctoral degree (career inside or outside higher education and science, career position and income) - the results point to a stronger impact of gender compared to social origin.