Development Of Education Policy Research Articles

Slicing the onion: reflections and projections on language education policy in the Caribbean

Abstract The history of plantation slavery and European colonization in the Caribbean has left in its wake a rich and complex linguistic landscape, a colonial education structure, and a set of contradictory (creole/colonial) identities and language attitudes that make it fertile ground for a critical examination of language education policy development in the region. Using Jamaica, a former British colony as an illustrative case, this article takes a critical look at the historical and current framing and development of the multilayered “onion” that is language education policy in the Caribbean – a uniquely creole/colonial region with conflicting language ideologies. I examine the goals, actors, processes, and challenges and possibilities of LEP implementation (Nero, Shondel. 2018. Challenges of language education policy development and implementation in Creole-speaking contexts. In Jodi Crandall & Kathleen Bailey (eds.), Global perspectives on language education policies, 205–218. New York: Routledge and TIRF – The International Research Foundation), and also look ahead, recommending ways that we might craft viable 21st century education and LEP goals for the Caribbean and other former colonies around the world, given their colonial legacy and transnational present and future.

Academic Resilience During the COVID-19 Pandemic: A Triarchic Analysis of Education Policy Developments across Canada

This study employed a qualitative content analysis of provincial policy documents, following deductive methods, to examine academic resilience and education policy developments across Canada during the COVID-19 pandemic. More specifically, the study explicates the nature and scope of provincial policy responses to the global pandemic that address academic issues, physical health and well-being, and mental health issues for K–12 students. The pan-Canadian analysis revealed a total of 62 documents were issued between January 2020 and December 2021 that addressed one or more of the triarchic dimensions of academic resilience. The findings suggested greater attention was devoted to academic issues and there was a general lack of policy differentiation in terms of how specific resources and supports were to be directed within provincial educational jurisdictions.

Factors Contributing to the Married Men’s attitudes towards wife-beating in Indonesia

Background: Domestic violence is a common problem in Indonesia, especially intimate partner violence (IPV). This study aims to analyze the predictors of attitudes of married men towards wife-beating (WB) for neglecting their children.
 Methods: The research data comes from the 7th Demography and Health Survey collected by the U.S. Agency for International Development in 2017. The respondents were 10,009 married male respondents aged 15-54 and responded to question 618 (Do you agree WB by husband for neglecting their children?).
 Results: The results showed that of the ten independent variables identified as predictors of married men’s attitude towards WB for neglecting their children, only six independent variables had a significant relationship, including adultery, age, smoking habit, location of residence, education level, and polygamy. Of these six independent variables, two independent variables (level of education and age) had a negative relationship, and four variables had a positive relationship with dependent variable significantly, p <0.01, with respective contributions of 82% (adultery), 121% (smoking habit), 125% (location of residence), and 233% (polygamy). The final logistic regression model can explain dependent variable of 2.06% significantly, X2 (6) = 170.43, p <0.01.
 Conclusion: This study suggests government institutions to make policy change in several sectors, such as education, social, information, tourism, health, economic, and regional development policy.

Theoretical and methodological bases of the introduction of innovations in the management system of educational institutions

The article's purpose is a theoretical and methodological analysis of the main theories regarding the management of educational institutions and the prospects of introducing innovations into this process. The work uses research methods such as system analysis and survey analysis. Four main theories of management were studied. Their advantages and disadvantages are determined by considering the specifics of educational institutions' activities in China and other countries. Hierarchy theory emphasizes differences in the division of labor at different levels of management of educational institutions. It is emphasized that when building an innovative management system, one should consider the size of the institution and the distribution of subjects and disciplines and form an organizational system with adequate control and coordination at lower levels. The theory of human capital is of great importance in discussing the function of educational institutions and directions for introducing innovations into the management system. An understanding of social value is an essential basis for determining the function of colleges and universities, a full awareness of the differences between human capital needs and dynamics, intelligent functions in colleges and universities and the development of higher education policies, intelligently defining the scope of professional development is essential for the healthy development of the entire education system and the whole society is also helpful. According to the theory of competitiveness, the management of educational institutions cannot copy a set of innovative management methods at enterprises in the real sector of the economy. The introduction of innovations in the management system of educational institutions should focus on teaching, scientific research, and improving the quality of education. So far, significant progress has been made in reforming the innovation management system in colleges and universities. However, the reform focuses mainly on dividing functions and system integration into colleges and universities, while the primary focus should be teaching and research. Each of the theories could be better and can be implemented. However, by taking the best of each theory, it is possible to build an effective management system that will consider the educational institution's funding sources, its structure and size, and other factors. Keywords: innovative development, management, educational institutions, intellectual capital, hierarchy, competitiveness, economic development.

Возможности дополнительного образования в формировании социальной компетентности и самореализации детей и молодежи

The article is devoted to the study of the pedagogical possibilities of additional education in creating conditions for the formation of the social competence of students and the versatile self-realization of the younger generation. Solving the problems associated with the education of responsible, active and competent citizens today determines the priority lines for the development of educational policy in the Russian Federation. The article reflects the results of the theoretical analysis of modern pedagogical literature on the issues of determining the possibilities of additional education in solving the identified urgent problems and revealing the pedagogical potential of this type of education in the upbringing of the younger generation. The proposed materials can be used in the process of teaching students in the areas of training: "Organization of work with youth", "Pedagogical education", "Psychological and pedagogical education", levels of higher education - bachelor's, master's in the process of mastering students of disciplines based on the study of the subject area associated with further education.

Historical Development of Muslim Education in East Africa: An Eye on Kenya

The purpose of this article is to provide a narrative on the historical development of Muslim education with the objective of examining challenges and opportunities to support the strengthening of Muslim education agenda through policy dialogue and stakeholders’ engagements. The paper utilizes methods of inquiry such as literature review, observation, and analysis. Key findings are that Kenyan national education is strongly controlled by the Christian missionaries. For example, the Catholic Church controls about 27% of the country’s education. The country’s education is still subjected to the various socioeconomic dynamics, where Muslim education is not the exception. The rights of Muslim students in the Mission institutions are extremely limited, allowing students only a special place for prayers. This is against country constitution and child rights in Kenya. The problem of historical discrimination continues to hurt Muslims to date as the government is yet to appreciate dualism in education in terms of policies and practices. In the earlier 1990s, the government refusal to register the Muslim teachers’ college in Mombasa was practically evident and to date, the country continues to encounter an acute shortage of Islamic and Arabic teachers. Muslim parents remain the most worried as some of their children are subjected to the teaching of Christian religious education. The article calls for an urgent restructuring along with support for the work of the Muslim Education Council, with the objective of facilitating Muslim education policy development, database, curriculum development, training, research, and partnership. This will help transform the knowledge, thought, and practices among the Muslim learners. They must also fight examination corruption in Muslim-dominated areas by creating awareness, promoting capacity building, quality assurance, networking, benchmarking, research, and linkages in order to reach the desired center of excellence for Muslim educational institutions. The Council also must have a special relationship with the country’s judiciary system in order to advance the rights of Muslim students in schools, colleges, and universities.

FUTUROLOGICAL EXPLANATIONS OF THE NEW UKRAINIAN EDUCATIONAL POLICY

The article considers the peculiarities of futurological explications of the new educational policy in Ukraine. It also shows the existing contradictions in the development of the state education policy of Ukraine and the importance for transitive societies of its formation on a democratic basis, actualizing the development and implementation of the policy of reforming the national education system. At the same time, the peculiarities of the formation and development of the Soviet and European education system are analyzed. Each of them has certain advantages and disadvantages. The article notes that educational policy should move away from monosubjectivity and become polysubjective. To do this, it should be based on state, as well as on public, social mechanisms of activity regulation, make and keep a favorable environment for the existence and functioning of other opportunities, which is a necessary condition for the establishment of free educational interaction and the understanding of education as a practice of freedom. The article illustrates the main provisions of the Ukrainian educational policy based on the Ukrainian national idea. These provisions provide for the following: education policy of Ukraine should be based on the recognition of the fact of the birth of individuality, as well as be based on the principle of "do no harm"; an individual approach to pupils and students requires certain changes in the organization of the system; relevance of the language issue in education; it is necessary to establish independent public control over the quality of educational services provided and their compliance with modern world standards; it is necessary to go away from the trendy of the received diploma, and it is also necessary to strive for constant professional growth of all categories of the population: from teachers to motorists. The article illustrates the main provisions of the Ukrainian educational policy based on the Ukrainian national idea. These provisions provide for the following: Ukrainian educational policy should be based on the recognition of the fact of the birth of individuality, as well as be based on the principle of "do no harm"; an individual approach to pupils and students requires certain changes in the organization of the system; relevance of the language issue in education; it is necessary to establish free public control over the quality of educational services provided and their compliance with modern world standards; it is necessary to go away from the cult of the received diploma, and it is also necessary to strive for constant professional growth of all categories of the population: from teachers to motorists. And this growth should be accompanied by diplomas obtained, and from educational institutions of authority not only in Ukraine, but also abroad. Besides, this growth should be accompanied by diplomas obtained, and from educational institutions of authority not only in Ukraine, but also abroad.

Цифровизация и инклюзия в системе современной образовательной политики

The article examines the phenomena of digitalization and inclusive education in Russian society as the latest trends in the development of the country's modern educational policy. The main ways of digitalization of educational activities are shown from the point of view of creating an inclusive educational space, the directions of digitalization of specific educational activities are highlighted in order to have an optimal impact on inclusive pedagogy.

Physical Education Development in Vietnam's Education System from Policy to Practice

In Vietnam's education development strategy, physical education is identified as one of the important educational programs. Along with knowledge and skills education, the development of school health is one of the important activities for the comprehensive development of students. Vietnam's physical education development policy for many years has clearly shown the importance of that activity. This study points out the need to continue to improve the physical education development policy, and the practice of physical education in schools, thereby recommending solutions to improve the policy to continue developing physical education activities physical education in the future.

한국 장애인 평생교육 정책의 발전과정에 관한 연구

The aim of this study is to analyze lifelong education policy for persons with disabilities in South Korea in a historical point of view, make comparisons with value and support systems related to lifelong education for persons with disabilities in foreign countries and ultimately seek ways to promote lifelong education policy for persons with disabilities in South Korea. In order to perform this study, a wide variety of data such as official documents issued by the government and local governments, relevant provisions, publications, press releases, journals and papers issued by relevant organizations were collected and put into use for in-depth analysis. In theoretical background, the author assessed lifelong education support systems and its values for persons with disabilities in the United States, Australia and Japan. By dividing up the domestic lifelong education policy developments into the age of absence (~1998), introduction (1999-2007), enlargement (2008-2015) and progress (2016 until present) mainly based on dramatic shift periods, the author closely analyzed the domestic lifelong education policy and practice in South Korea by the defined individual period. What has been discussed on the path forward for the domestic lifelong education policy for persons with disabilities is that, it is necessary to create an environment where persons with disabilities are freely allowed to make use of ordinary lifelong education organizations. Also, it is important to make shifts to developing, distributing lifelong education programs not operated by the government, but by relevant local organizations. Lastly, reducing multiple institutions into a single governmental body tasked with lifelong education for persons with disabilities and expansion of integrated lifelong education programs are required.

Evaluasi dan Pengembangan Kebijakan Pendidikan Agama Islam (PAI)

The purpose of this study is to determine the evaluation and development of Islamic education policies, to provide input to policy makers to take better steps. Evaluation is to determine the ability of students before taking lessons, as well as determining the field of study or majors that they will choose. Fourth, diagnostic evaluation, which is an evaluation aimed at knowing and analyzing the condition of students, both with regard to the difficulties encountered, as well as the obstacles encountered in teaching and learning activities. The research method used is qualitative with document study. Documents in the form of Regulation of the Minister of Religion, Director General of Education at the Ministry of Religion of the Republic of Indonesia, and Islamic Religious Education policies implemented in Schools/Madrasahs, other documents that support research on the implementation of Islamic Religious Education policies implemented in Madrasas. The results of this study are first, evaluation and development of education, assessment and measurement of all components of education implementation, in the form of improvements and changes that occur in students after they take part in learning. Second, evaluation and development of education in Islam is very necessary, with the aim of providing the best service for students, improving and developing education to suit the times. Third, in terms of objectives, evaluation consists of formative, summative, placement, and diagnostic evaluations. Fourth, evaluation and development must be carried out based on certain conditions and principles so that the evaluation results can be acknowledged as true, and accepted by the parties concerned.
 Keyword: evaluation; policy; education.

Parents' education and Pasifika children's oral health in Aotearoa/New Zealand: A national linked data study using Aotearoa/New Zealand's integrated data infrastructure.

A wide inequality in incidence and severity of childhood oral health conditions between Pasifika and non-Pasifika in Aotearoa/New Zealand (Aotearoa/NZ) persists with some evidence that the gap is widening. To develop an evidence base for strengths-based solutions, this study seeks to investigate the association between parental education and detected oral health conditions in Pasifika children. A secondary cross-sectional analysis of linked routinely collected national databases of children (Pasifika and Non-Māori non-Pasifika [NMNP]) aged 0-9 years in 2013 who completed a Before School Check (B4SC) and had their birth parents file a 2013 New Zealand census return. Parental education is represented by their self-reported highest qualification level gained. Logistic regression models were employed to investigate childhood caries and hospitalisations related to oral health conditions after adjusting for social and economic factors. During the five-year period of 2013-2017, 21 744 (10.2%) children (Pasifika and NMNP) completed the B4SC and experienced caries. Pasifika children experienced caries three times more than NMNP children (23.6% and 7.9%, respectively) and 1.8 times more dental hospitalisations (6.0% and 3.4%, respectively). Each additional level of parental education reduced their Pasifika child's odds of experiencing caries (unadjusted odds ratio [OR]=0.83, 95% CI: 0.82-0.85) and dental hospitalization (unadjusted OR=0.89, 95% CI: 0.87-0.91). Less than half of the reduced odds for parental education could be attributed to other covariate factors, by 43% and 25%; respectively, for caries and hospitalisations. Our findings show good educational achievement is associated with better oral health for offspring beyond other benefits that can be attributed to non-education influences. Increased education for Pasifika parents is likely to directly confer better oral health for their children. The findings from this study may provide meaningful evidence for future developments in Pasifika education policy as an investment into the health of subsequent generations of Pasifika children.

IMPLEMENTATION OF THE RIGHT OF ACCESS TO HIGHER EDUCATION: BARRIER-FREE AND INCLUSIVE EDUCATION POLICY IN INTERNATIONAL DOCUMENTS AND ACTS OF NATIONAL LEGISLATION

The study deals with one of the most pressing problems of the educational policy of Ukraine – the introduction of Inclusive education – an education system that assimilates the needs of a diverse range of applicants and is aimed at meeting their needs. This subject is extremely relevant, since it is poorly researched within the framework of Ukrainian legal science, and the provisions of the legislation on certain issues require more active practical implementation. In this regard, the educational system of the state should be reformed primarily based on an approved national barrier-free strategy. In the context of the outlined area of educational policy development, the purpose of this study is to analyse the national regulatory framework in the field of barrier-free and inclusive education for compliance with international and European standards, reconsider the already implemented policy and practice of ensuring the educational process for people with special educational needs. The methodological basis of the study was the dialectical method of scientific knowledge, general scientific (formal-logical, analysis, and synthesis), and special-legal (formal-legal) methods. The study analyses international, European, and Ukrainian legislation regulating the introduction of a barrier-free educational environment and inclusive education. According to the results of the study, it is established that barrier-free and inclusivity are values that should become the foundation of modern educational policy. It is discovered that Ukraine is already taking certain organisational and legal steps defined by ratified international and European acts to create a barrier-free educational environment and increase the level of inclusivity in Ukrainian society, but this is not enough. It is proved that the priority task remains to adapt the legislation and practice of Ukraine to the requirements of international and European standards. The study attempts to provide a theoretical justification for the implementation of the barrier-free policy and the concept of inclusive education in the field of higher education in Ukraine. The study offers areas for implementing a national strategy and practice that can prepare the basis for the successful implementation of inclusive education in Ukraine.

Adopt best practices to meet unique needs of adult learners

“My interest in adult learners really comes from my own experience,” said Susan J. Barcinas, Ph.D., Associate Professor and Coordinator for the Adult, Workforce, and Continuing Education Program in the Department of Educational Leadership, Policy, and Human Development at North Carolina State University.

Adopt best practices to meet unique needs of adult learners

“My interest in adult learners really comes from my own experience,” said Susan J. Barcinas, Ph.D., Associate Professor and Coordinator for the Adult, Workforce, and Continuing Professional Education Program in the Department of Educational Leadership, Policy, and Human Development at North Carolina State University.

Reconsider how you adopt best practices to meet unique needs of adult learners

“My interest in adult learners really comes from my own experience,” said Susan J. Barcinas, Ph.D., Associate Professor, Director of the Department Chair Institute, and Coordinator for the Adult, Workforce, and Continuing Education Program in the Department of Educational Leadership, Policy, and Human Development at North Carolina State University.

How Does Policy Affect the Implementation and Development of Education? Take the Policy of Allocation of Ladder Education Resources in China as an Example

The formation and development of a country's education system are often constrained and guided by the government and policies. Policies that conform to the law of education development and the needs of a wide range of social and economic levels will help the country's education develop steadily and receive positive educational feedback. If the implementation of the policy deviates from the major goal of educational development, and at the expense of the welfare of the majority of people, it will have a lot of negative effects on the education system, and even cause a historical regression of the education system. By analyzing the historical reasons, the current implementation and development of China's ladder educational resource allocation policy, and the impact of regional-specific policies, the author puts forward several facts, solutions, and improvement strategies from the perspective of educational leaders to change the difficulties faced by the policy.

Multidisciplinary Approach in Islamic Religious Education: The Formation of a Holistic and Responsive Muslim Community to the Dynamics of Modern Life

The writing of this article aims to explore the role of a multidisciplinary approach to the formation of Muslims who are holistic and responsive to the dynamics of modern life as a content of Islamic religious education. The multidisciplinary approach blends various disciplines, including social sciences, sciences, and humanities, with Islamic religious education. This research method uses a qualitative and multidisciplinary approach that includes literature study, content analysis, and synthesis of findings from various disciplines. The literature study results concluded that a multidisciplinary approach is relevant and essential in forming Muslims who can adapt to the dynamics of modern life without losing the roots of Islamic religious values. This confirms that the integration of this approach is a strong foundation for the development of holistic, responsive, and competitive Muslims who face the complexity of the times. In addition, this approach has been proven to increase the involvement of Muslims in social and environmental issues, creating individuals who are not only religious but also contribute positively to global society. The implications of these findings can be the basis for the development of educational policies, community development programs, and holistic Muslim development strategies in the face of the complex dynamics of modern life.

THE RESULTS OF REFORMS IN THE FIELD OF TRAINING HIGHLY QUALIFIED PERSONNEL IN THE LATE XX- EARLY XXI CENTURY: SCIENTIFIC PERSONNEL

Aim - to study the last 25 yeas dynamics in the system of Russian postgraduate education. The research is based on institutional analysis of the system of postgraduate education, as well as the resource approach in assessing the human potential of scientific personnel, postgraduate students and doctoral students. A comparative approach allowed us to analyze the dynamics of changes in the numbers, gender, age characteristics of researchers, doctoral students and graduate students for the last decades. Other methods used include analysis and systematization of statistical data, periodization method, analysis of theoretical sources, secondary analysis of sociological data. Results: the article presents the overview of Russian postgraduate education system evolution and analyses characteristics of its present state. The authors introduce their own periodization of the postgraduate education system development. The study presents human capacity, age and gender profiles of scientific personnel. The study reveals the trend in reducing the number of organizations providing postgraduate studies, as well as the decrease in the number of postgraduate and doctoral students and researchers. The authors came to the conclusion that the present situation is characterized by the contradiction between government regulation to the system of postgraduate education and its possibilities to ensure these requirements. The crisis in the system of Russian postgraduate education is evident. The presented results evaluate the process of training highly qualified educational personnel, the effectiveness of the institute of postgraduate and doctoral studies, as well as the qualitative and quantitative characteristics of scientific personnel in Russia. The data presented in the article will contribute to the development of the state educational policy and bring the process of training highly qualified educational personnel in accordance with the requirements and demand for highly qualified specialists in modern industry and science.

Responsibilising young benefit recipients: Income management and financial capability in New Zealand

New Zealand recipients of the Youth Payment and Young Parent Payment, who are disproportionally Indigenous Māori and sole mothers, must participate in ‘Money Management’. This form of income management restricts spending, monitors financial transactions and requires compulsory budgeting education. Drawing on interviews with Money Management participants, Youth Service mentors and policymakers, this article argues that Money Management aims to responsibilise young people through conditional welfare, rather than improve their long-term financial capability as articulated. This becomes obvious through analysis of how Money Management ignores: 1) New Zealand financial literacy education policy developments, 2) the literature on best practice in financial literacy education and how values about money and wealth are shaped by 3) Māori world views and 4) gendered norms. The article concludes that states should take more responsibility, by increasing social security incomes and better regulating the financial, labour and housing markets, to ensure the financial capacity of their citizens.