Development Of Education Policy Research Articles

Iekļaujoša pieaugušo izglītība: nākotnes attīstības perspektīvas. Latvijas gadījums

Under the influence of the pandemic, adult education institutions around the world were forced to switch to a distance learning mode, which culminated in the unprecedented rapid digitization of the adult education sector, including in Latvia. Adult education institutions have adapted to changing circumstances by converting current programmes to online mode and creating new programmes to meet the needs of learners during the pandemic. Even after the lifting of restrictions set by the pandemic, most Latvian adult education institutions continue to implement online courses, and also include online components in the face-to-face learning process. The aim of the study is to analyse the future development perspectives of adult education in Latvia in the context of solving the challenge of inclusion. During the research, the author concluded that online learning can contribute to the development of inclusive education, which has been put forward as one of the main education priorities in Latvia, because learners can participate in learning, regardless of their location. However, not all learners have the necessary skills and equipment to participate in online learning. The results of the expert interviews showed that the pandemic has generally promoted the development of online adult education programmes. Taking into account the advantages of online learning (saving time and various resources, etc.), this form will continue to develop even after the pandemic. According to experts, the combined form of adult education, when the face-to-face form is supplemented, or in certain cases replaced, by online learning, would be optimal for adult learners in Latvia. At the same time, experts pointed out that adult education in Latvia needs to address various challenges, such as the quality assurance system, development and implementation of adult education policy, and raising the qualifications of pedagogues.

Relationship between determinants of higher education and economic development: The case of Kazakhstan

This study aims to examine the relationship between higher education and economic development determinants in Kazakhstan’s regions. The paper used two sets of indicators of three-time series: 2010, 2015, and 2020. The analysis constructed a correlation using a panel dataset for 15 regions of Kazakhstan compiled by the Statistics Bureau of Kazakhstan and the National Bank. The first set reflects the determinants of higher education (number of students in colleges and universities, number of teaching staff, and the existing ICT infrastructure in universities). The second set includes indicators of regional economic development (GRP per capita and the population’s income level). The results showed a causal relationship between economic development and the determinants of higher education in the regions of Kazakhstan, which depend on the period. Surprisingly, the number of university students has almost no effect on GRP per capita and the population’s income level. For 2015–2020, the study observed the emergence and strengthening of correlations between economic growth and the development of innovations in universities. The findings also identified Mangystau, Atyrau, North Kazakhstan, and Pavlodar as regions with low innovation development in education. Therefore, the country’s higher education development policy should encourage and strengthen knowledge management systems in these regions. The study concludes that higher education and economic indicators significantly influence the growth of the economy in Kazakhstan. AcknowledgmentThe study was carried out within the framework of program-targeted IRN BR18574240 funding by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan “Development Strategy of Kazakhstan Regional Potential: Assessment of Socio-Cultural and Economic Potentials, Roadmap, Models and Scenarios Planning”.

Danish University Governance and Reforms Since the Millennium:

Global and European political shifts are having an impact on the present and future of Nordic universities, including ideals of institutional autonomy. The aim of this paper is to explore the status of governance, and central policy ideas that have shaped reforms and institutional change at Danish universities since the millennium. On the one hand the article explores how powerful policy ideas have shaped the development of Danish higher education policy, and on the other hand, how such ideas are received in very different ways by the sector and the institutions. The article unravels the history of the reform of the Danish higher education system of the past two decades, as two parallel ideational streams in policy development. The first ideational stream revolves around the relation between state and institutions, and the second centres on the relation between the national and the global. Focusing on recent developments, the article demonstrates that the range of possible sector and university responses towards centrally initiated reforms and initiatives varies significantly. The article suggest that these variations must be seen in the light of the universities struggling to come to terms with their position as self- governing institutions, including defining and exploiting their space for agency.

The Expansion of Title V: A Historical Analysis of the Promoting Postbaccalaureate Opportunities for Hispanic Americans Program

Understanding the development of major educational policies is essential, especially federal policies integral to Hispanic-Serving Institutions (HSIs)—one of the fastest-growing types of postsecondary institutions in the United States, which collectively serve over two-thirds of Latina/o/x-identified college students. Accordingly, in this archive-based study, we explore the expansion of Title V, specifically the creation of the Postbaccalaureate Opportunities for Hispanic Americans Program, and how advocates framed the need for this program. Specifically, employing McBeth et al.’s policy narrative framework, we story how Congress came to enact this program, describing the setting, characters, and plot of this policy process. In doing so, we make visible via narration how federal policy unfolds and the relationship between federal and state-level policy. Additionally, we show that nationalist, capitalist, and democratic logics are often used to justify programs to support the Latina/o/x community. Considering the findings, we conclude with implications for policy and future research. Ultimately, using this innovative lens, we expand the HSI literature and complexify the understanding of Title V.

Local engagements with China's family education policy: an analysis among parents and students in Shenzhen and Tianjin

In this paper we discuss the role of parental participation in the educational journey of their children in two Chinese metropoles. We start by briefly addressing international policies for promoting parents' participation in children's school learnings and then discuss the recent China family education policy. We then discuss the findings of a study held with dozens of parents and students in Shenzhen and Tianjin cities, analyzing how students and parents have been reacting to this policy and how they interact more broadly in this learning journey at home and at the school space. The paper aims to promote further reflections on the importance of involving parents in education policy development.

Global Nurse Involvement in ethical decision-making during pandemics: a concept analysis.

During pandemics, there are considerable ethical dilemmas. It is imperative that nurses are involved in ethical decision-making bringing nursing theory, practice and perspectives to better advocate for patients. In order to prepare nurses to be partners in ethical dilemma decision-making during pandemics, it is vital to understand the extent that nurses are involved in such decision-making during the COVID-19 pandemic. The purpose of this concept analysis is to identify nurse involvement in ethical decision-making during pandemics. Concept analysis methodology based on literature searches used bibliographic databases: PubMed - 20 papers; Google Scholar - 8120 papers; EMBASE - 25 papers; Science Direct - 246 papers and hand searches. Nurse involvement in ethical decision-making during pandemics focused on nurses' physical and emotional stress, communication challenges, saturation and collapse of limited resources and allocation of scarce resources. Additional dilemmas included, changing nature of nurses' relationships with patients and families, questionable ethical equipoise preforming COVID-19 research, triage patient decisions receiving scarce resources, partner participation during labour and delivery and end-of-life decisions. In order to protect and sustain nurses' well-being and competency, nurses should establish a framework for nurses' involvement in ethical policy development in emergencies, pandemics, education and preparedness and decision-making to be able to deal with public health emergencies.

Qualitative studies of the lived experiences of being in foster care: A scoping review protocol

The aim of this scoping review is to provide an overview of the existing qualitative research concerning the lived experiences of children and young people currently in foster care.IntroductionLived experience...

Using Personal Learning Environments before, during and after the Pandemic: The Case of “e-Me”

The rapid developments in early 2020 with the emergence of COVID-19 have led humanity into unexpected situations with significant implications at all levels. In trying to cope with the urgent need for distance education, the Greek educational community has incorporated various platforms and digital tools previously unknown to most teachers and students. This study uses a mixed research method to capture (a) the frequency of use of a Personal Learning Environment called ‘e-me’ by the teachers before, during, and after the quarantine, and (b) the reasons why some teachers did not use this environment during these three periods. A total of 902 Greek teachers from primary and secondary education participated in this research. The results showed an almost universal non-use of ‘e-me’ before the pandemic and universal usage during the pandemic. Moreover, about 40% of these teachers used this personal learning environment after the pandemic. The main reason for not using this learning environment in the three periods is teachers’ familiarity with the interface of another platform. Implications for educational policy and teacher development programs are discussed.

Understanding the Impact of Occupational Stress on the Home Environment: Evidence from Oman

Women develop stress not only at work but also in their home environment, which leads to chaos in both places. This study not only examines the extent of occupational stress among primary school teachers but also identifies the most important antecedents of occupational stress and its impact on the home environment. A survey was conducted on primary school teachers from Al Batinah Governorate in Oman. A sample of 232 respondents was effectively drawn to analyse data using the SmartPLS-based structural equation modelling (SEM) technique. The job demand control support (JDCS) model was used to study occupational stress. A new variable home environment was included in the study to extend the JDCS model. The findings revealed some factors causing occupational stress and a significant positive relationship between occupational stress and the home environment. The study recommended the creation of a positive work environment, the development of appropriate educational policies, and the improvement of relationships with people in the workplace to ameliorate the stress affecting the home environment.

Fragmentation or focus? The precarious nature of initial teacher training within the english further education sector

ABSTRACT There has been an increased emphasis on how teacher quality impacts the effectiveness of student learning, and this has placed a greater focus on the effectiveness of teacher preparation programmes. Meanwhile, there has been a general neglect of the English further education (FE) sector both politically, and in academic research. Therefore, this paper considers the current position of initial teacher training (ITT) for the further education sector, amidst recent educational policy developments to improve the consistency and quality of the provision of teacher education. This paper first considers the political changes that have impacted this setting since New Labour came into power in 1997 and draws on reports of how teacher preparation programmes have evolved and been delivered during this time. It is argued that given the lack of cohesion of educational policy that has seemingly plagued the FE sector, this trend is likely to continue, but government rhetoric is certainly indicating that the new developments for initial teacher training may have a more lasting effect. However, this paper concludes that if the changes are to last, there are some key factors which must be considered, including that of political consensus and stability for the sector.

Uma “escola símbolo”: disputas e estratégias de professores de um subcampo da escola

ABSTRACT The contribution of Bourdieu’s sociological theory to Education is current. The concepts of habitus, capital, and social field, in an articulated way, allow a dialectical understanding of the social agents in society. Thus, with the use of a concept derived from Bourdieu, such as school field and subfield, it is possible to understand the school institution as a builder of its own dynamics, with specific characteristics and demands, far beyond a mere passive consumer of educational projects and policies produced externally to it. In this sense, this work proposes, through systematic narrative observation and interviews with a group of Science and Biology teachers from a subfield of the school, the description and analysis of disputes, capitals, strategies, and positions of teachers in the subfield in question. A different valuation was assigned to each of the strategies according to the greater or minor possibility of social prestige in the subfield. With this, the dynamics of this subfield were understood, contributing to highlighting that within Brazilian schools there are disputes, interests, and demands that must be considered in the relationship with the other subfields, as well as in the development of educational projects and policies.

Health Literacy predicts incident foot ulcers after 4 years – the SHELLED cohort study

Aims/hypothesisTo determine whether health literacy is associated with an index diabetes-related foot ulcer (DFU).MethodsThe SHELLED Study is a 4-year prospective study of people with diabetes aged over 40 with no history of DFU. The primary outcome was development of a first foot ulcer. Health Literacy was measured using the short form Test of Functional Health Literacy in Adults (s-TOFHLA) and nine domains of the Health Literacy Questionnaire (HLQ).ResultsOf 222 participants, 191 (86.0%) completed the study, of whom 13 (5.9%) developed an incident ulcer. In multivariable models, every unit increase in S-TOFHLA was associated with a reduced odds of foot ulcer development by 6% (OR 0.94, 95% CI 0.88 to 0.99). Better scores on two HLQ domains reduced the odds of foot ulcer (actively managing my health (OR 0.23, 95% CI 0.08 to 0.65) and understanding health information well enough to know what to do (OR 0.39, 95% CI 0.19 to 0.78). This was independent of baseline risk for foot disease.Conclusions/interpretationThese data provide novel evidence that health literacy is an important clinical risk factor for index foot ulceration. This is an area of potential focus for research and development of educational programs or policy aimed at reducing development of incident foot ulceration.

The Effect of Social Capital on Outcomes of Global Citizenship among Taiwanese Young Adults: The Mediating Role of Political Self-efficacy

The purpose of this article is to examine the level of social capital and global citizenship in Taiwan. In this study, we argue that high social capital and political self-efficacy promote the outcomes of global citizenship. We review the development of global citizenship education policy and its association with social capital and political self-efficacy. Based on the nationwide survey dataset collected from Taiwanese universitiy students, we carefully examine the relations between social capital, political self-efficacy, and global citizenship. We adopt a multiple mediation analysis with a bootstrapped method to validate our conceptual research model. The results show that there are significant positive relationships between the nine observed variables (i.e., social trust, social proactivity, political self-efficacy and six global citizenship outcomes). In addition, our findings of mediation analysis reveal that social capital, indicated by social trust and social proactivity, indirectly affects the five outcomes of global citizenship through political self-efficacy, except for the outcome of global environmental sustainability. In light of the empirical results, this article also discusses the implications of global citizenship education policy and the formation of sustainable global citizenship.

Transition to gender equality

Gender equality is a great concern in many countries; however, transition to gender equality requires major transformations in many aspects such as access to education, ownership of property, participation in decision making and access to employment. For instance, school age girls in some countries are not enrolled in schools or never complete their schooling due to early marriage or involvement in child labour compounded by household poverty unlike boys. Indeed, social traditions and culture confront transition to gender equality despite the advocacy for women empowerment through a number of policies such as education policy, employment policy and child development policy and many others. Lack of access to education inhibits young women from obtaining employable skills in turn aggravating socioeconomic difficulties among women. However, effective social protection through cash transfers can help many households to have income which supports child’s needs like enrollment to schools. Objective Exploring factors influencing transition to gender equality. Methods The study employed qualitative research method by conducting a systematic literature review from general and special repositories on gender equality to highlight issues pertaining to gender equality. Results The study highlighted that gender inequality continues to impact women and girls from all sorts of walks of life such as limited access to social economic and political aspects. However, restriction on women from access to education aggravates all sorts of difficulties faced by women and girls. Conclusion The study concludes that governments and civil society should tackle the root causes that lead to gender inequality, and national resources be used to improve human capital including women and girls.

A Study of Educational Policy from the Perspective of Language Education Planning

Language is the most significant medium of human communication and one of the most crucial marks of a nation’s identity. Language differences are becoming a major source of worry and importance in contemporary multi-ethnic states. Language policies are developed and put into practice in these nations in a way that not only considers the historical, political, economic, and cultural aspects of the nation, but also protects the relationships and interests of the many nationalities. This study is divided into the following major sections. The introduction, which is the first section, includes a discussion of the topic’s goals and rationale, a review of the literature, the methodology and organizational framework of the paper, and an explanation of the paper’s important topics. The second section provides the policy’s overall backdrop, including the political and economic climate, the state of the language, the educational system, and the industry where it is formed. Language education policy development has the following characteristics: it is heavily impacted by political economics, and language education policy at the national and state level reflects both generalities and particularities. Language teaching and learning activities include early language education for children, a focus on communication activities and teacher training, and a close integration of school and home education. There is debate over whether teaching children’s multiple languages as part of their compulsory education causes stress for them. The implications of language education programs in other regions for China are examined in the final commentary.

A Study of National Language Education Policies Based on Cognitive Characteristics

Language serves as both a medium for culture and the bedrock of a nation’s culture. Language supremacy is frequently employed in globalised competition to promote principles that strengthen national soft power and advance national cultural objectives. The creation and implementation of language education policy is a crucial tool for nations to realise their national cultural goals because it serves as the programmatic document that directs language education and the acquisition of linguistic superiority. In order to help individuals, understand the important role that language education policies play in promoting language education for national purposes and to provide theoretical references for strategic decisions and language education policy development, language education policies must be developed and implemented in close coordination with national development strategies.

The development of the European education policy, its reform agenda and the impact of neoliberalism and economic rationale: The case of the “Work Programme Education & Training 2010”, within the framework of the EU Lisbon strategy (2000–2010).

The paper focuses on the development of the European Education Policy within the EU Lisbon Strategy, while it analyses the impact of neoliberalism in its reform agenda. The Lisbon Strategy was set as the fundamental respond of the EU Member States to the demands of the Knowledge-based Economy, within an increasingly globalized context. The fact that the within the agenda, underpinning “Ε&Τ2010” Work Programme of the Lisbon Strategy, notions of inclusion, citizenship and civil society coexisted with the demand for a more flexible and adaptable human capital, challenges us to focus on the relation between the European Education Policy and other fundamental public policies, as well as to analyse the gradual over-determination of the European Education Policy by the Macro-economic Agenda and subsequently to lay emphasis on the role of neoliberalism to the Europeanization of education policy during the decade 2000–2010

Educational Development and Educational Policies in Pakistan from 1971 to 1977: An Analysis

Education is the most important tool available in modern times for the improvement of civilizations and nationalities. Since the country's founding, education and education policies in Pakistan have both been subject to continuous development and adjustment. The primary objective of this research paper is to gain an understanding of the important developments that occurred in educational policies under the administration of Zulfiqar Ali Bhutto from 1971 to 1977. Finding the outcomes of the research is accomplished through the application of qualitative research methods and procedures. Data for this research is collected both in the form of primary and secondary sources. The educational system was one of the areas that was impacted by Bhutto's nationalization policy. The educational reforms have been considered within the context of the nationalization paradigm; nonetheless, the educational reforms have had a more significant influence on the education system in Pakistan. It is recommended that the education policies to be implemented with true spirit and innovations to be introduced in educational policies.

The development of educational policy positioning on multilingualism in the Federal Republic of Germany - Contradictory approaches towards ‘foreign’ and ‘heritage’ languages

Languages are subjects in schools. Schools offer opportunities to learn and develop languages beyond the dominant language of instruction. In Germany, the Standing Conference of Ministers of Education and Cultural Affairs (KMK) defines the least common denominator in this regard. The article portrays the development of educational policy positioning on teaching of languages as subjects in Germany, using resolutions of the KMK and sketching current implementation in selected states. It is shown that while acknowledging multilingualism as a relevant feature of the population and appreciating it symbolically, teaching of languages as subjects is still dominated by a monolingual ideology. So far, school laws distinguish sharply between obligatory foreign languages relevant for school leaving certificates and heritage languages that can be developed voluntarily outside regular schedules with no or limited relevance. This begs the questions as to whether this divide is still adequate in a multilingual society.

유아교사 교직윤리에 대한 연구동향 분석

In a pluralistic society, the roles of early childhood teachers are gradually diversified, and teachers may face immense confusion in value judgment and decision-making in their relationship with children, parents, and communities they meet in the field. In this situation, ethical decision-making and teaching behavior practice. In order to develop students' abilities, it is necessary to have more practical research on teaching profession ethics . The present study was conducted with the purpose of invigorating research that promotes practical improvement of teaching ethics and heightens interest in the importance of teaching ethics by analyzing the trends of previous domestic studies related to teaching ethics of early childhood teachers. . A total of 66 papers published in early childhood teacher teaching ethics journals published from 2002 to November 2022 were selected as study subjects.
 The research results are as follows. First, research trends by period related to teaching ethics of early childhood teachers increased rapidly from 2016 to 2022, accounting for 60.61% of all studies. Second, as for research trends by method, quantitative research was 72.46%. Third, as for the research trend by subject, 36.36% of the research on home and 58.82% of research on teachers were in the type of institution. Third, as for the research trend by content, 82.14% of the research on the analysis of teaching ethics-related factors took up 82.14% of them, and among them, 40.71% of work-related factors and 22.14% of individual-related factors appeared. %, followed by toughness at 6.43%. These research results suggest that more detailed research on the development of teacher education programs, policies, and tools that can enhance the awareness of teaching ethics should be conducted rather than research on the detailed factors that affect teaching ethics.
 As a conclusion, it is expected that the results of this study will emphasize the importance of teaching ethics and provide basic data necessary to establish effective research and alternatives to improve awareness and practice of teaching ethics.