Health disadvantages of middle-school students with disabilities in China

Global processes influence the course of changes in national education policy, and similar reform trends are observed worldwide. Therefore, the first part of the paper provides a brief overview of the main characteristics of global education policy. The aim of this paper is to examine the attitudes of Croatian teacher education students and primary education teachers towards the influence of globalization on national education systems and policies as well as to assess their self-perceived competence to teach global topics. For this purpose, a special questionnaire was created, and a survey was conducted among 113 students and 86 teachers in 2024. The Mann-Whitney U test was used to identify statistically important differences. The results show that the respondents are aware of the influence of globalization and international organizations, especially the European Union, on national education policy. The influence of the European Union on the Croatian education system is mainly perceived as positive. Teaching foreign languages is one of the main characteristics of global education policy, as well as the fact that globalization has created more possibilities for studying abroad and student exchange. The respondents agree that ‘brain drain’ is the negative consequence of globalization and that education reforms only partially take national values and interests into account. Regarding the self-assessment of competences in teaching global topics, respondents consider themselves most competent to teach about human rights, global inequalities, democracy, and civil society. A lack of competence is noticeable in teaching on modern migrations, and energy to some extent. The results of this research can be used to modernize the programme for teachers’ education. The paper contributes to geographical research on the mobility of educational policies between different spatial scales (from global to national).

With the release of the Programme for International Student Assessment (PISA) 2003 results in late 2004, Finland became the focus of international admiration. Soon after the study’s release, scholars, journalists, and government officials from around the world flocked to the small Nordic nation in search of the “secret” of its educational accomplishment (Asahi News 2002). While Finland enjoyed international acclaim, Japan—the former exemplar of educational excellence—was in the midst of serious soul-searching about its own educational system. The Japanese “academic achievement crisis debate” (gakuryoku teika ronsō) erupted in the late 1990s, generating a national moral panic over declining academic performance (see Takayama 2007). The PISA 2003 results were released at the peak of this controversy, and Japan’s “drop” in ranking in some areas from PISA 2000 to PISA 2003 led many observers to believe that the suspected scholastic crisis had been confirmed (see Takayama 2008c). In the aftermath of the PISA shock, Japanese journalists, scholars, and government officials followed the international trend, traveling to Finland in search of the Finnish secret (Fujita 2005). Meanwhile, various Japanese professional educational associations invited Finnish education scholars and former and incumbent ministers of education to learn from the world’s best education system (Asahi News 2005b; Tanaka 2005b; Kitagawa 2006 In addition, many individuals, organizations, and publishers were quick to capitalize on the “Finnish boom” (Watanabe 2005, 12). Tatsuo Kitagawa, formerly of the Japanese embassy in Helsinki and presently the chairperson of the Finnish Method Promotion Association (Finrando Mesoddo Fukyū Kyōkai) translated a series of literacy textbooks used in Finnish schools, selling more than 100,000 copies (Yomiuri News 2007b). Kitagawa and other experts

This study aims to comparatively examine national strategic higher education policy initiatives of selected OECD countries attracting a large number of international students. As an example of a multiple-case study, the study group comprised Australia, New Zealand, the United Kingdom, and Canada. The data were the official strategic education policy documents of these countries and obtained from the official government websites of these countries. The qualitative thematic analysis method was employed to analyze the data. The study concluded that visa and employment convenience, expanded national scholarship opportunities, advertisement and promotion of higher education, accreditation/recognition-related strategic policy initiatives, government and third-party partnerships, and strategies to enhance student well-being were the main themes observed in the national higher education policy documents. Analyzing the common similarities and tendencies in top-ranked OECD countries' national strategic higher education policy initiatives, this study offered a visionary perspective for other countries to revise or redesign their national education policies to attract more international students in the future.

Legislative statements on marine education and training policy are directed only to science, scientific and technical manpower. There is no comprehensive statement of national marine education policy which embraces all national needs, including an informed public. Studies and policy papers are being prepared in cooperation with educators in all regions of the nation with the objective of developing a national statement on marine education adequate to all marine needs. INTRODUCTION The title of this paper implies that we do not have a national marine education policy enunciated at an appropriately high level of the Executive Branch. The implication is accurate. We do not have a comprehensive policy, either formal or unwritten. We do, however, have legislative pieces of a policy. The Marine Resources and Engineering Development Act and the National Sea Grant College and Program Act of 1966 made it a national objective to educate and train marine scientists and other specialist manpower, with the educational mission assigned to the Sea Grant Program. The legislation also created a Presidential Commission on Marine Science, Engineering, and Resources, which became known as the Stratton Commission. The Commission recommended creation of NOAA, the National Oceanic and Atmospheric Administration, as a separate agency. President Nixon preempted the action and created NOAA within the Department of Commerce, and Sea Grant was transferred from the National Science foundation to NOAA. Some of the Stratton Commission's specific recommendations have been followed, but not the one on manpower. The Commission recommended that NOAA be assigned the responsibility "to help assure that the nation's marine manpower needs are satisfied and to help devise uniform standards for the nomenclature of marine occupations." The Commission also recommended that NOAA, and specifically Sea Grant, "expand its support for ocean engineering and marine technician training at all levels and that it aid selected universities in organizing graduate-level education in the application of the social sciences to marine affairs." The Sea Grant Program Improvement Act of 1976 placed a somewhat broader educational mission on the Sea Grant Program by stating as an objective for Sea Grant: "providing assistance to promote a strong educational base" and by provision for a Sea Grant fellowship program. The appropriations act which followed made it even sharper by specifically appropriating funds to be used for education over and above what NOM had requested. The effect of all this legislative background is that the basis exists for a national marine education policy and program if the Executive Branch can be persuaded to pay attention to the will of the Congress and to state an Executive Branch policy. This has not yet happened. LEGISLATION IS NOT ENOUGH The Stratton Commission had recommended that NOAA set up a manpower office, and the legislation was at least permissive, but NOAA did not do so, nor did NOAA or the Department of Commerce pay any serious attention to the educational component of the Sea Grant Program.

Docentė socialinių mokslų (edukologijos) daktarėVilniaus universiteto Edukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusTel. (85) 266 76 25El. paštas: lilija.duobliene@fsf.vu.ltStraipsnyje analizuojama nacionalinės švietimo politikos problemos globalizacijos sąlygomis. Remiantis tyrėjų (Torresu, Apple’u, House’u, Lingardu, McLarenu, Yeates) įžvalgomis bandoma atsakyti į klausimą, kiek ir kokių galių turi valstybės priešintis globalizacijos procesui, ar įmanoma nacionalinės ir supranacionalinės švietimo politikos dermė ir kokios galimos globalizacijos pasėkmės nacionaliniam švietimui. Šiame kontekste analizuojama, kokia yra Lietuvos švietimo politikos simptomatika. Daromos išvados, kad Lietuvos švietimo politikos keliai gana painūs. Aiškesni orientyrai, atsiradę pastaruoju metu, taip pat kelia abejonių, nes brėžia švietimo liberalizavimo, o kita vertus, didesnės valstybinės kontrolės kryptį ir deklaruoja radikalius, artimus neomarksistiniams teiginius.

BackgroundThis article presents on the outcomes of a study that focused on an analysis of inclusive education (IE) policies in South Africa, Ghana and Uganda. Persons with disabilities live within communities and are raised by the values that apply within their communal context. Policymaking is intricately linked to policy implementation, and the inclusion of local knowledge strengthens policy influence, impacting on implementation processes.ObjectivesThis research study explored the definition and foci of inclusion, whether local knowledge is included and how it is represented within the national inclusive education policy in South Africa, Ghana and Uganda. This study reports on the outcomes of the second objective on inclusion of local knowledge.MethodA qualitative, critical, interpretative and constructivist approach was utilised for the study. Data were gathered through a desktop review and in-depth, individual interviews.ResultsThere is inclusion of some local knowledge within the national policies; however, this is minimal and insufficient. Participants argue that even when it is included, it is often embedded or implied, that local knowledge should be made more prominent within inclusive education policies as local knowledge is a community resource that supports policy implementation.ConclusionThe inclusion of local community knowledge and ways of knowing within inclusive education policies is viewed as a critical and an integral aspect of policymaking. It will help to address the challenges of stigma and negative attitudes, promoting a continuity of knowledge that supports local values and well-being of children with disabilities and their communities.

Current data indicate that there are six million young people of school age with disabilities in China. Of these, only about 50 per cent attend any form of schooling, with approximately 220,000 of them enrolled in special schools and classes. The remainder attend regular classrooms. This means that there are about three million students with disabilities who at present lack any access to education. In May 1996 it was declared that in order to improve this situation, over the next five years, China plans to provide school places for 80 per cent of its disabled youngsters. In order to achieve this goal, the Chinese central education authorities have announced a significant change in policy direction towards integration. Instead of their previous commitment to the establishment of increasing numbers of special schools, it is now planned that the current number of about 1,400 special schools will be increased to 2,000, so that all regions of the country have access to at least one. At that point, no more special schools will be built. The extra places needed to increase the school attendance rate of youngsters with disabilities will be created in regular classes in regular schools. This paper gives an overview of the curriculum arrangements in China's four types of special schools, including their historical development, subjects taught, teaching arrangements and management. A number of difficulties confronting China's special education policy‐makers are canvassed and reasons suggested for their increasing commitment to a strategy of integration. It is proposed that China enjoys three advantages in the pursuit of an integrated school system.

Education policy encompasses the principles, laws, and government directives that shape a nation’s educational framework across all levels—primary, secondary, higher education, and vocational training. It influences key areas such as curriculum design, funding, teacher development, infrastructure, assessment, and educational equity. Recognizing education as the cornerstone of national development, a robust and strategic policy is vital. India’s educational policy journey began with the National Education Policy (NEP) of 1968, revised in 1986 and updated in 1992. After a prolonged gap of nearly three decades, the NEP 2020 was introduced as the first education policy of the twenty-first century. This policy represents a model of transformation, particularly in the sphere of higher education. While the National Education Policy (NEP) of 1968 and the National Policy on Education (NPE) of 1986 primarily emphasized improving access and promoting equity in response to the inadequate educational standards of their time, the NEP 2020 adopts a more comprehensive approach by extending the focus to include improving educational quality and stimulating advancements in educational research. This study aims to examine and compare the higher education components outlined in the NPE 1986 and NEP 2020. It seeks to identify the key similarities and differences between the two policies and to highlight the innovative strategies introduced in NEP 2020 to meet contemporary educational challenges. It is opined that the success of the National Education Policy (NEP) 2020 will depend significantly on its efficient execution and the resolution of ongoing challenges in the education sector. This study points out that the policy has the potential to draw major changes to higher education in India by promoting overall development, flexibility, and a mix of different subjects in learning.

Introduction: Moral degradation remains a major challenge in education, requiring effective strategies for character building. Various approaches, such as religious teachings, curriculum reforms, and arts-based methods, have been implemented, yet their effectiveness varies depending on context and institutional support. This study examines the effectiveness of reward and punishment strategies in shaping student character within an Islamic boarding school setting. Objectives: This study aims to evaluate the role of reward and punishment in character development and analyze its integration with national character education policies and Islamic values. Methods: A qualitative descriptive research approach was used, employing field research methods such as observations, interviews, and document analysis. The study was conducted at Pondok Pesantren Darussalam, Martapura, South Kalimantan, involving school administrators, teachers, students, and parents. Results: Findings indicate that the structured implementation of reward and punishment significantly improves discipline, motivation, and ethical behavior among students. The system is designed through a three-stage process: planning, execution, and evaluation. Additionally, it aligns with national education policies and Islamic teachings, ensuring a holistic and culturally relevant approach. Conclusions: The reward and punishment strategy serves as an effective tool for character development, provided it is implemented ethically and fairly. While challenges remain, such as ethical considerations and psychological impacts, the study highlights its potential in fostering moral and academic growth. Further research is needed to refine and optimize this approach in different educational contexts.

China's national physical education and health curriculum policies are the regulatory and guiding policies for China's school physical education and health curriculum. The policies highlight physical education and health as of great significance in building a healthy China (健康中国) and a sports powerful nation (体育强国). Most academic commentary on these policies to date focused on the content and the application of teaching on student learning, but few have analysed the socio-political imperatives and how the policies construct young people's bodies in particular ways. Policy embodies contested meanings and values, privileging certain positions, whilst silencing others; it thus makes a ‘problem' exist as a particular type of ‘problem' that rationalises and legitimises the ‘suggestions' proposed by the policy. According to Foucault, discourses are the socially produced forms of ‘knowledge' that set limits upon what is possible to think, write, or speak about; it creates an epistemic ‘reality'. In this sense, China's national physical education and health curriculum policies produce ‘problems' with particular meanings that affect what gets done or not done, and how young people live their lives. In this article, we draw on Foucauldian concepts, particularly notions of ‘discourse', ‘problematisation' and ‘governance', and adopt Bacchi's ‘What's the Problem Represented to Be' approach to explore what is the specific kind of ‘problematic' body of young people that are constructed and reflected in China's physical education and health curriculum policies. We argue that by representing the ‘problem' of young people's bodies as poorly performing, the policy documents construct a sense that good-performance bodies in sports are desirable and capable of contributing to the rejuvenation of the Chinese nation. Importantly, this prioritisation of the good-performance body in sports prioritises not only good motor abilities in sports competitions, but also the body's ‘intrinsic’ sports morality.

The paper re-reads the complex and changing relationships between the university and the nation-state, and between national and supranational (EU-level) educational policies in Europe. It is focusing on long-term consequences of globalisation-related pressures on European nation-states with respect to national educational policies. It assesses the indirect impact of globalisation on European universities (via reformulating the role of the nation-state in the global economy), and a direct impact of Europeanisation – as a regional response to globalisation – on universities (via new EU-level discourse on the changing role of universities in knowledge economy). New educational policies promoted at the EU-level are viewed as de-linking the nationstates and public universities. The paper re-reads the changing institution of the nation-state and its changing educational policies in the context of globalisation (sections 2 and 3) and in the specific, regional context of Europeanisation (section 4). It follows from presenting three major positions taken in the literature with respect to transformations of the nation-state under globalisation to presenting the process of de-linking traditional universities and the nation-state and its practical dimension at the EU level at which the role of universities is viewed from the perspective of larger social and economic agenda (called the Lisbon strategy for growth and jobs). The major lesson to be drawn from this re-reading exercise is that there are complex and often contradictory relationships between globalisation as a process affecting the nation-states, changing national educational policies, and national and EU-level policies – which all transform the future role(s) of European universities. In sum, current challenges European universities face, and current policy solutions European governments suggest, are best viewed in the overall context of globalisation. National governments are responding to both globalisation and Europeanisation: policies and strategies they produce, instruments they use, and contradictions they cope with are best re-read in this context.

Research on the internationalization of inclusive policies for students with special needs is still developing alongside the shifting implementation of practice. This analysis seeks to understand the process of adopting inclusive policies in Jordan and the subsequent implementation through a modified comparative case study framework. Current research demonstrates how global forces have led to the adoption of a national inclusive education policy that local programs redefine and negotiate in implementation. The paper uses emerging frameworks from Schuelka (2018b) and existing comparative case study methodology from Bartlett and Vavrus (2006; 2009; 2014; 2017) to structure an in-depth analysis of the macro, mesa and micro levels of inclusive policy adoption and implementation across time. Jordan is a developing nation and in a strategic geographic location, two factors which bring multiple international organizations into its borders. This has had a significant effect on the development of education policy. At the same time, local construction of disability and inclusion continue to marginalize students with disabilities, especially in rural communities. This paper will outline the current state of inclusive education at the international, national and local levels in Jordan based on a review of policy and academic literature.

The trends of globalisation have had unavoidable impacts in steering and guiding the decisions of national policy-makers and the direction of national education policies. In the obscuring processes of supranational homogenisation of education and educational policy, supranational regimes, such as the Organisation for Economic Cooperation and Development (OECD) and the European Union (EU), play a significant role. The traditional idea of meritocratic competition is challenged by globalisation and by the new standard setting of the supranational organisations, and nation-states are losing their power to define standards and to control the key features of educational selection. The process is proceeding particularly in the field of higher education, where the stakes to win reputational capital are at their highest. The message, objectives and language of those organisations are cast in the same mould. They have started to speak in the same words with the same stress, repeating the same phrases about globalisation, economic efficiency and productivity, and swearing that globalisation is inevitable in the name of progress. In this article, historical change in the educational policies of the OECD and the EU and the implication of these policies for national education policies are studied. Special emphasis is laid on the field of higher education and the national case of Finland.

In the last decade, inclusive education policies have been one of the priorities within the pedagogical and social agendas of different South American countries. However, the great complexity and enormous diversity of both concepts (inclusive education and South America) demand a detailed analysis of what it means to strive for educational progress throughout such an extensive territory. On the one hand, inclusive education encompasses both traditional special education as well as other key issues that are closely linked: equity, quality, diversity, universality, access, participation, intersectionality, rights, individualization, and so on. On the other hand, South America is a real, complex, multifaceted territory in which different countries with very different political, economic, and social situations coexist (Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Guyana, Paraguay, Peru, Suriname, Uruguay, and Venezuela). As such, it is necessary to begin with comparative education and educational policy in order to understand the different educational priorities of each region as well as the organizations and stakeholders that have an impact. The development of inclusive education has not been uniform. Indeed, because there is no consensus regarding what inclusion means and represents, though there have been correlations, its evolution has been unequal throughout different countries. A study of both national and transnational inclusive educational policies will allow us to better understand and approximate this complex reality, as well as to anticipate forthcoming educational challenges.

Curriculum Decisions Matters Effective curriculum decision making is the backbone of exceptional education. It has the power to inspire, engage, and transform students, teachers, and entire learning communities. Yet, for many educators and educational leaders, curriculum development and implementation can be a daunting and complex task. The ever-changing educational landscape, diverse student needs, and competing stakeholder demands can make it challenging to create and implement a curriculum that truly supports student success for their life and career. “Empowering Educators: Mastering Curriculum Decision Making” is designed to address this critical need. This book provides educators with the knowledge, competence, and confidence to take ownership of curriculum decision making, ensuring that every student receives a high-quality education. Curriculum decisions directly influence what students learn, how they learn, and the overall quality of their educational experience. A well-designed curriculum ensures alignment with institutional, local, and national educational goals, standards, and policies. Curriculum decisions shape teaching methodologies, instructional strategies, and assessment approaches. It affects student achievement, engagement, motivation, and future career prospects. Curriculum decision making involves teachers in professional development, fostering collaboration, and expertise, reflect societal values, cultural norms, and community expectations, help prepare students for an evolving, complex, and interconnected world, influence resource allocation, including budgeting, staffing, and infrastructure. Curriculum decisions ensure accountability to stakeholders, including parents, policymakers, and the broader community and facilitate adaptability to changing educational landscapes, technologies, and societal needs. Written for teachers, school leaders, educators, educational leader, education decision makers and education policymakers, this comprehensive guide offers different attributes to be considered in framing curriculum, delivering the content and assessing the students, to empower educators to navigate the complexities of educational policy and reform. “Empowering Educators” will equip you with the expertise to make informed, curriculum decisions that foster academic excellence, social-emotional growth, and lifelong learning. Part 1 of this book discusses about the definitions, concepts and ideologies, models of curriculum. The importance of curriculum and syllabus inside the classroom. Second Part 2 of this book discusses about why curriculum decision makers have to consider the Mission (Purpose) of Teaching Profession, of Program and the Mission of institution and how it has to be synchronised with vision and core values of stakeholders. Why educators agrees its students should develop the graduate attributes during their time with the institution and consequently shape the contribution they can make to their profession and society. Why the development of metacognition, higher order thinking skills, development of requisite competence of students during their period of study is important and how decision makers to provide space and time for the development that matters. How the transdisciplinary learning helps the graduates passed out of higher educational institutions to solve the current and anticipating societal problem. How different dimensions of National Education Policy 2020 (NEP 2020) has to be incorporated into the curriculum. How do we develop graduates for the future of work, where new jobs emerge that just didn’t exist, or have not been invented yet. Why we need to develop the reading of different genre of books among our students during the period of study to understand the different authors ideas, concepts, principles and frameworks, which help the graduates to apply in any new situations. This book aims to empower educators to take charge of curriculum decision making, providing them confidence and courage to create exceptional learning experiences for all students. Keywords: Curriculum decision making, Educational policy, Curriculum development, Educational leadership, Student success, Teaching methodologies, Instructional strategies, Assessment approaches, Professional development, National Education Policy 2020 (NEP 2020), Graduate attributes, Metacognition, Higher-order thinking skills, Transdisciplinary learning, Lifelong learning, Social-emotional growth, Curriculum alignment, Educational goals, Stakeholder demands, Resource allocation, Adaptability in education, Mission and vision of education, Future workforce readiness, Reading diverse genres, Educational reform, Complex educational landscape, Empowering educators, Exceptional learning experiences. Dr. N. Asokan, Ph.D. December 2024