Development Of Education Policy Research Articles

Formulasi Kebijakan Pola Pengasuhan Berbasis Hak Anak Pada Lingkungan Pendidikan Pondok Pesantren

The formation of childcare regulations based on children's rights within the Islamic boarding school (pesantren) environment has become a crucial necessity in addressing the prevalent issue of violence against students (santri) in recent times. In the context of education, childcare based on children's rights is essential to ensure the protection, development, and optimal well-being of students, thereby creating a child-friendly educational environment in pesantren. By employing the library research method and a phenomenological approach derived from the researcher's experiences, this study explores the conditions of childcare patterns in pesantren, the differences in the characteristics of student care, and the urgency of establishing relevant regulations. The research findings indicate that a childcare pattern based on children's rights is urgently needed to prevent violence and ensure quality care provision within the pesantren environment. The government needs to take concrete steps in the formulation of such regulations by involving relevant stakeholders to ensure the sustainability and enhancement of the quality of education in pesantren while effectively safeguarding children's rights. This research is expected to contribute to the development of inclusive education policies that prioritize children's interests in Indonesia, particularly within pesantren contexts.

Value System Formation Through Project and Research Activities Part of Science Lessons

More effective methodologies are still needed to achieve a system that can inspire students' interest and motivation and guide them toward science and research. This results in a need for more robust value system formation among students in educational settings. The study's main objective was to develop and implement a value system formation technology for school children in the context of active teaching, focusing on biology education. This research is a qualitative study involving biology teachers and schoolchildren in a school's educational environment. The data collection methods used in this study were interviews, observation, and document analysis. The instrument used was an observation sheet. The data analysis methods used in this research are thematic and content analysis. The results showed that Monakhov's axiom technology effectively increased students' involvement and interest in project and research activities and assisted teachers in achieving educational goals oriented towards the holistic development of students' values. In conclusion, the findings of this study show a significant increase in the number of scientific and research works conducted by students of schools participating in competitions such as DARYN and MAN over the past three years. This research is expected to inform educational policy and curriculum development, promoting the integration of project and research activities to develop individuals with solid scientific thinking, ethical values, and a sense of responsibility towards their environment.

"Hello… I'm Here!" A Co-Productive Qualitative Study Involving Older People With Vision Impairment and Their Experiences of Acute Hospital Care.

To understand the experience and care needs of older people living with vision impairment in the acute hospital setting. A qualitative study using co-productive user-based design. Seven older people living with vision impairment and six healthcare students collaborated in a series of six researcher facilitated co-productive workshops. Recorded data were analysed using thematic analysis. The needs of older people with vision impairment are often overlooked in the acute hospital setting. Four themes identified (1) Trauma and Loss; (2) Vulnerability and Feeling Invisible; (3) Being disabled, and (4) Feeling safe. Trauma associated with vision loss was acute, particularly if acquired during the hospital admission. The experience of vision impairment coupled with illness served to heighten feelings of vulnerability and needs were often overlooked creating a sense of invisibility. The hospital environment was experienced as disabling, and care needs were not always acknowledged. Supportive communications and access to own audio/supportive devices were vital in supporting a sense of safety. Our study is significant in highlighting the increasing global importance of vision aware care in the context of an ageing population. The study is also unique in illustrating the potential for inclusive and creative co-productive approaches which engage both older people with sight loss and healthcare students to promote vision aware practice. Supporting vision impaired older people through diagnosis, care and discharge is vital for promoting equitable positive health outcomes and quality of life. What problem did the study address? Despite a high prevalence of sight loss within the older patient population, it is unclear how the acute hospital setting supports people living with vision impairment. What were the main findings? The hospital environment and lack of vision aware care can impact negatively on the care experience resulting in poorer physical and psychosocial wellbeing. Where and whom will the research have an impact? This work will inform the development of vision aware care educational resources, policy, and practice. Vision aware care is vital for supporting quality of life and health outcomes for all older people. EQUATOR guidelines have been adhered to using the COREQ checklist. The charitable organisation Sheffield Royal Society of Blind (SRSB) was involved in the planning of the research to ensure that volunteer participants could take part and the conduct of the research was inclusive to their needs.

Analysis of Learning Models in Secondary Schools to Improve the Quality of Student Education

This research examines various learning models implemented in secondary schools in different countries and their impact on the quality of education. In the context of globalization and rapid changes in the world of work, education is expected to develop skills relevant to future challenges. This research analyzes seven main learning models that have been proven effective in various countries, namely competency-based models, project-based learning, flipped classroom, inquiry-based learning, collaborative learning, problem-based learning, and technology-based models. Each model has its own characteristics and advantages, and is applied based on local needs and context. Competency-based models, for example, focus on developing students' practical skills needed in the world of work, while flipped classroom and technology-based models provide flexibility in material delivery and allow for more interactive learning. This study uses a literature study approach to collect data and information related to the implementation of these learning models. The results show that the implementation of the right learning model can improve students' motivation, engagement and learning outcomes. Other important factors are infrastructure readiness, teacher training, and education policy support for learning innovation. In Indonesia, the adaptation of these models can improve the quality of education at the secondary school level, provided that there are supporting policies and training for educators. This research provides recommendations for the development of more innovative and skills-based education policies to prepare young people for global challenges.

Connectivity as a New Paradigm in Education in the Digital Era: Technology Integration for Network-Based Learning

This study aims to explore the application of connectivity as a new paradigm in digital-age education, with a focus on the integration of technology for network-based learning. The problems raised are the low involvement of students in the traditional learning process and the challenges faced in implementing technology in education. The method used was a mixed approach, which included a quantitative survey of 100 students and teachers, as well as qualitative interviews with 50 teachers and 20 education administrators in different countries. The results showed that connectivity significantly increased student engagement, with 67% of students feeling more engaged when using technology. In addition, the role of teachers is transformed into facilitators who support students in the learning process, and collaboration between students has increased significantly. However, infrastructure challenges, such as the digital divide and limited access to technology, remain major obstacles, especially in developing countries. The study concludes that the application of connectivity has great potential to improve the quality of education, but there is a need for investment in infrastructure and sustainable teacher training. The suggestions provided include the development of inclusive education policies, the adjustment of learning strategies according to cultural contexts, and the need for further research to explore the long-term impact of connectivity in education.

Principal Competency, Teacher Readiness, and Teacher Commitment in STEM Education Implementation: A Qualitative Study

The growing emphasis on Science, Technology, Engineering, and Mathematics (STEM) education in schools demands strong leadership and teacher commitment for effective implementation. However, challenges related to principal competency, teacher readiness, and their commitment have been identified as major obstacles to achieving desired outcomes through STEM initiatives. This qualitative study explores the competencies of school principals, teacher readiness, and the commitment required for successful STEM education. It aims to identify the principal competencies that influence teacher readiness and commitment, as well as the elements of teacher readiness that affect their commitment, and the specific aspects of teacher commitment crucial for STEM implementation. The study employs semi-structured interviews with teachers from selected schools, analyzed using thematic analysis to identify themes related to leadership competency, teacher preparedness, and commitment. Findings reveal that principals with competencies in STEM knowledge, management skills, and professional attributes are more likely to boost teacher readiness and commitment. Teacher readiness, particularly in terms of knowledge, skills, and attitude, plays a vital role in strengthening their commitment. Teacher commitment is driven by affective, continuance, and normative commitment, which are critical for STEM success. In conclusion, the study highlights the need to develop leadership competencies and teacher readiness as key strategies to enhance teacher commitment in STEM education. These findings have significant implications for education policy and professional development, calling for targeted interventions to support school leaders and teachers in effectively implementing STEM education.

Initial teacher education under new school development: False policy promises and their implications

The influence of educational reforms on teachers is scarcely investigated. This study, therefore, explored the implications of the secondary education expansion policy in Tanzania for the teaching profession. A qualitative case study approach was adopted to gain a better understanding of the phenomena under exploration. Focus group discussions, one-to-one interviews, and document analysis were used for data collection. It was revealed that strategies geared towards enhancing the success of the secondary education development policy, especially those related to producing high-quality teachers to teach the newly built schools were not fully implemented. Challenges related to the admission process for, and the delivery of, pre-service programmes adversely affected the social positioning of teachers, and consequently, their identity construction was severely compromised. Reshaping the pre-service programmes in ways that enhance teachers’ sense of themselves as professionals would make teaching an appealing and promising job, and ironically the expansion policy would be effectively accomplished.

Datblygiad Addysg Gymraeg ers Datganoli

The aim of this article is to consider some of the most critical factors that have been at play in the Education and Welsh language policy spheres during the twenty-five years in question. The article will analyse the policy development context and will also present data, focusing on statutory education, since the devolution of powers to Wales. Consideration is given to the relationship between the Welsh language portfolio and the Education portfolio at the national level as allocated by the First Ministers of Wales since 1999. In addition, there will be a focus on the development of strategies in these areas, in recognition of the importance of education in language policy and planning. It is not intended to offer a critical analysis of all strategic documentation published over the twenty-five years; however, reference is made to a selection of the areas and themes prioritized for policy and strategy development in Welsh language education. In the context of the above areas, we explore the development – or lack thereof – in Wales over the period in comparison to what happened in the Basque Country Autonomous Community during the same period. Finally, the full extent of the Welsh and Education Bill will be assessed, with consideration of whether it will be possible to achieve the necessary trajectory to meet the targets of the Cymraeg 2050: A Million Welsh Speakers strategy (Welsh Government, 2017a).

Quantitative Evaluation of Macao’s Education Policy: A PMC Index Modeling Approach Incorporating Text Mining

The education policy of the Macao Special Administrative Region is a driving factor in the investment of educational resources and the construction of a comprehensive education system. At the same time, the Macao Special Administrative Region Government closely integrates its education policy with the overall national development strategy, focuses on the training of teachers with a strong sense of national responsibility, and attaches importance to the needs of young people in national education, information technology education, and vocational education. Taking the policy addresses of the Macau Special Administrative Region over the past 25 years as the research sample, this study pioneered the use of policy modeling consistency index modeling combined with text mining to construct an evaluation system featuring the development of education policies. This approach provides a more in-depth quantitative analysis of the evolution and effectiveness of specific education policies. The results show that the MSAR has made significant progress in strengthening educational resources and aligning educational goals with national priorities. However, there is still room for improvement in areas such as information technology and vocational training. Based on this, the study recommends that these areas be targeted for strengthening, providing a reference basis for the future formulation or adjustment of existing education policies.

The Impact of Western Scholars on the Music Education of the Jingpo Ethnic Group in Yunnan, China

This research attempts to uncover the influence of Western scholars’ activities on music education in the Jingpo areas of Dehong Dai-Jingpo Autonomous Prefecture in western Yunnan, China, during the early 20th century. The differences exist in the cultures, languages, and beliefs of the various ethnic groups in Yunnan. As such, systematic basic education is difficult to carry out in order, especially music education. However, this phenomenon changed in the early 20th century with the arrival of Western scholars. This study will analyze existing literature and data collected in fieldwork to trace the origins of Western music education in the Jingpo areas. In addition, the study intends to explore the localized and modernized music education model used by Western scholars for Jingpo. Furthermore, this research may help broaden the understanding of minority communities to the development of music education policies that precede the implementation of regulations. Additionally, it seeks to raise awareness of the music of ethnic minority groups worldwide and to achieve equality of musical education resources in ethnic minority areas as much as possible.

The Study Plans and Programs of Rural Normal Schools in Colombia 1934-1953

Objective: The main objective of this article is to analyze the study plans and programs implemented in the rural normal schools of Colombia during the period between 1934 and 1953, describing the stages that marked the training of rural teachers in the pedagogical context and the guidelines. international standards of the time that marked the general training standards for future rural teachers in the national territory. Method: This research is based on the Social History of Education, using a qualitative approach that allows us to understand the social and political dynamics that influenced rural education between the period 1934 to 1953. Primary and secondary sources were used, including brochures. , newspapers, magazines and memoirs of ministers of education, to build a robust theoretical framework that supports the historical analysis of the time, which made it possible to identify the key stages in the training of rural teachers and the challenges faced due to political and budgetary changes. Results and Discussion: The results of the study reveal three key stages in the training of rural teachers in Colombia: a) First Stage (1934-1945): Characterized by the implementation of liberal educational policies that promoted the expansion of rural normal schools, b ) Second Stage (1946-1950): Marked by a period of transition and adjustments in study programs due to political changes and c) Third Stage (1951-1953): Influenced by conservative policies that affected the financing and structure of schools rural normals. The discussion focuses on the impact of these policies on the quality of rural education and teacher training, highlighting the challenges and opportunities that arose during each stage. Research Implications: This study highlights the importance of the comprehensive training of rural teachers and its impact on rural education in Colombia. The findings contribute to the understanding of the evolution of rural education and offer a historical perspective that highlights the need for sustainable educational policies that support the continuous training of rural teachers. Originality/Value: The research provides a detailed and unique view of the evolution of rural normal schools in Colombia, contributing to the field of History of Education with a specific focus on rural education and teacher training. This study not only enriches historical knowledge, but also offers valuable lessons on the development and implementation of educational policies in the rural educational field.

PERSONALIZATION OF LEARNING WITH ARTIFICIAL INTELLIGENCE: HOW AI IS TRANSFORMING EDUCATION AND CURRICULUM

This research analyzed the impact of Artificial Intelligence (AI) on the personalization of learning and its influence on the transformation of teaching and curriculum. The central problem investigated was to identify the main ways in which AI is changing pedagogical practices and curricular structures. The overall objective was to analyze the applications of AI in the personalization of learning in the educational context, highlighting its implications for teaching and curriculum development. The methodology used was a literature review, with a qualitative approach, including the analysis of published materials such as books, scientific articles, theses and official documents. The results indicated that AI is providing significant opportunities for the personalization of learning, allowing the adaptation of content and teaching pace to the individual needs of students. AI applications range from intelligent tutoring systems to platforms for predictive analysis of student performance. The research highlighted the importance of a balanced approach that considers both the benefits and the ethical challenges of implementing AI in education. The concluding remarks pointed out that, despite promising advances, the effective integration of AI in education requires a reformulation of traditional pedagogical and curricular models. Investments in teacher training, development of technological infrastructure and the development of appropriate educational policies are essential to maximize the benefits of AI in personalizing learning. The need for future studies was highlighted to explore the long-term impacts of AI in education and develop best practices for its implementation.

The Interplay between Principal’s Instructional Leadership and Teachers’ Professional Development

This study examines the relationship between instructional leadership of school principals with teachers’ professional development. A quantitative correlational research approach was adopted to collect data from 959 secondary school teachers using a survey technique in four districts of Malakand division, KP. The primary objective was to quantify the relationship between principals’ instructional leadership (PIL) and its three dimensions (defining the school mission (DSM), managing instructional programs (MIP), and developing the school learning climate (DSLC)) and teachers’ professional development (TPD). The data was analyzed using statistical tools, including linear and multiple regression techniques. The findings revealed principals’ instructional leadership’s positive and robust impact on teachers’ professional development. The analysis also unveiled that each sub-construct of principals’ instructional leadership DSM, MIP, and DSLC contributes to teachers’ professional development. The findings suggest that PIL and its dimensions are theoretical constructs and critical factors in shaping TPD. The results have significant implications for educational practices and policy development. By understanding the distinct contributions of DSM, MIP, and DSL, targeted interventions can be designed that leverage these sub-constructs to improve educational outcomes practically and effectively.

Navigating the First Years: Newly Qualified Teachers’ Experiences with Professional Learning Communities

AbstractDrawing on a mixed-methods evaluation of the New Teacher Induction Programme of the South African Department of Basic Education, this paper examines the role of Professional Learning Communities in enabling the transition of newly qualified teachers (NQTs) into their professional roles in schools. The article focuses on one of the four components of the induction programme, namely, the participation of NQTs in Professional Learning Communities (PLCs) and examines the experiences of newly qualified teachers as members of their respective professional learning communities. It begins by examining the range of typical early career challenges and, thereafter, shows how the social capital fostered through their collaboration in communities enables to overcome a range of challenges they face. As the results of the study show, PLCs provide safe spaces where new teachers experiment, share experiences and engage in collective reflection and problem-solving. The new teachers reported a range of professional and personal benefits, including their professional growth, expanded peer networks, and a stronger sense of belonging. Moreover, their responses show how their participation in PLCs contributes to developing their self- and collective efficacy, increasing their resilience, and enabling their transition into the teaching profession. As a participatory action research study, the paper shows the dual benefits of the PLCs – both in supporting the personal and professional development of novice teachers and in informing the development of broader educational policy. The results of the study led to the expansion of the New Teacher Induction Programme and the national adoption of PLCs – illustrating how teacher experiences can inform policy in bringing about meaningful change.

Observations on China's Educational Discipline Policies: Taking Japan and South Korea's Educational Discipline as a Reference

Educational discipline refers to the process of educational behavior to stop and eliminate students' misbehavior, to help students correct their mistakes for the purpose of punishment as a characteristic of a form of education. The study analyzes the current situation of Educational discipline in China and its shortcomings, categorizes and analyzes the abuse of Educational discipline in China, the lack of use of Educational discipline, and the blurring of the concepts of Educational discipline and corporal punishment, punishment, and so on. At the same time, the study analyzes the policies related to Educational discipline in Japan and South Korea, and puts forward suggestions for the future development of China's Educational discipline policy and the problems that need to be avoided through the clear breakdown of the rules of corporal punishment in Japan and the infringement of the right to Educational discipline in South Korea due to the Human Rights of Students Ordinance.

ENHANCING EDUCATIONAL EQUITY: A QUANTITATIVE ANALYSIS OF ACCESSIBLE AND CULTURALLY RESPONSIVE TEACHING MATERIALS

BACKGROUND Inclusive education aims to provide equitable learning opportunities for all students, recognizing the importance of accommodating both students with disabilities and those from diverse cultural and linguistic backgrounds. This study focuses on evaluating teaching and learning materials that are designed to be both accessible and culturally responsive. RESEARCH AIM The research aims to quantify the availability and effectiveness of accessible and culturally responsive teaching materials at GBS and analyse their impact on the academic performance, engagement, and satisfaction of diverse student populations. METHODS The study will employ a quantitative approach, utilising surveys distributed to educators and students to gather data on the use and perceived effectiveness of these materials. Additionally, academic performance data will be collected and analysed using SPSS to identify correlations between the use of inclusive materials and educational outcomes. RESULTS Expected outcomes include empirical evidence supporting the positive impact of accessible and culturally responsive teaching materials on student academic performance and engagement. The study will also identify best practices and recommend specific features of teaching materials that promote inclusivity. CONCLUSION This research is expected to fill a crucial gap in understanding how to support the learning needs of all students effectively, contributing to the development of more inclusive educational practices and policies.

Enhancing University Students' Soft Skills: A Quantitative Study on Problem-Solving and Social Competence

This study investigates the development and interrelation of problem-solving skills and social competence among university students using the quantitative methodological approach. It addresses massive gaps in our knowledge regarding soft skill manifestation and evolution in higher education. Data was collected from 300 university students using validated survey instruments about problem-solving ability, social competence, academic performance, and other related variables through systematic sampling. There were a few significant positive correlations between problem-solving confidence, social competence, and academic performance. Multiple regression analysis demonstrated that problem-solving confidence and problem-solving skills are the principal predictors of academic outcome accounting for 25% of soft skill variance. Furthermore, the investigation indicates large substantive correlations between stress-coping mechanisms and social competence. This predicts that emotional resilience is influential in academic environments. This research analyzes the socioeconomic aspect of skill acquisition. Therefore, it underlines the need for specific education interventions. This contribution of the research to the theoretical discourse on the development of soft skills in higher education is further augmented by providing evidence-based recommendations for curriculum upgrading and institution policy reforms. The results of the study hold enormous implications for pedagogy practices and the development of education policy within higher education institutions.

Continuing ‘reforming’ policies in teacher education internationally: what can we learn from current accounts?

ABSTRACT This article discusses common geopolitical issues, such as globalisation, decolonialisation, and economic pressure that affect the development of teacher education policy in England, Canada, South Africa, New Zealand, Russia, Israel, Jamaica, Portugal, Japan, Poland, and China. It goes on to describe these nations’ responses to these pressures and the challenges that they have and continue to face in developing their teacher education systems and building the profession. The article concludes with consideration of the ongoing struggle for the soul of teacher education, especially in England.

Analysis of Code Mixing in The Speech of Coastal Communities

This study aims to explore the phenomenon of code mixing in the speech of coastal communities of Karang Tawulan Beach, Tasikmalaya Regency. This study describes how local communities utilize code mixing between Sundanese, Indonesian, and foreign languages ​​to form and maintain their linguistic identity. In addition, this study identifies the complexity of the influence of globalization that arises from interactions with tourists and immigrants from various backgrounds. The method used is descriptive qualitative with a sociolinguistic approach, emphasizing in-depth analysis of oral and written data. The results of the study indicate that code mixing is in the form of word insertion, phrases, and word repetition. Influencing factors include speech partners, communication situations, and communication goals. This study provides important insights into communication strategies in multilingual societies and suggests significant contributions to the development of language and education policies in the era of globalization, with the aim of supporting the preservation of regional languages ​​in Indonesia.

Analysis of Islamic Religious Education in Responding to the Challenges of Globalization

Globalization brings significant changes in various aspects of life, including education. In schools, Islamic Religious Education faces substantial challenges in the face of current globalization, which often affects local cultural values and identity. This journal aims to analyze how Islamic Religious Education can adapt and respond to the challenges of globalization in schools. This research uses a qualitative approach with literature study methods and in-depth interviews with educators and educational practitioners. The results of the analysis show that P.A.I. in schools needs to integrate global values while maintaining the basic principles of Islamic teachings. The proposed strategy includes adjusting the curriculum to include international issues with an Islamic perspective, training educators to face global challenges, and developing relevant learning media. It is hoped that these findings can guide the development of educational policies and practices that are more responsive to the challenges of globalization while still maintaining the integrity of Islamic values.