Development Of Education Policy Research Articles

University of Minnesota Medical School.

University of Minnesota Medical School.

Modernization of educational policy in the context of modern civilization processes

The article is devoted to the study of the modernization of educational policy in the context of modern civilization processes. The author considers the main features of the educational policy modernization process in the article. Based on the publications and studies of domestic and foreign scientists, the following features were identified: firstly, there is a high level of knowledge pragmatization. An important criterion for the quality and effectiveness of knowledge acquired in education is the ability to sell this knowledge. Secondly, the growing dependence of education on a wide range of socio-political and economic institutions, recalls the phenomenon of "enslavement" of the university by the market, and, in turn, entails the intervention of politicians and businessmen in science and education. Thirdly, the vast majority of researchers note the civilizational and cultural monopolies of Western countries, primarily the United States.
 The article finds that decentralization, deconcentration, democratization and liberalization imply the proliferation of educational policy actors. Education policy should refrain from monosubjectivity and become polysubjective. To do this, it must be based not only on state, but also on public mechanisms for regulating activities, create and maintain a favorable environment for the existence and functioning of alternatives, which is a necessary condition for free educational interaction and understanding of education as a practice of freedom.
 This study is the first systematic analysis of the phenomenon of educational policy in the modern civilization process, which is based on the basic principles of decentralization and liberalization of education at all levels, the formation of nonlinear thinking of teachers, improving the efficiency of education, improving education. The use of the obtained results can be further used in the development and formation of state educational policy in Ukraine. Because, the principles of effective Ukrainian educational policy of the future are offered.

THE CHURCH OF ENGLAND AND THE 1870 ELEMENTARY EDUCATION ACT

ABSTRACT Set against the background of mid-nineteenth century concerns about an erosion in the denomination’s standing and influence, this article highlights the differing responses to the matter from parties within the Church of England, which determined their degree of sympathy with proposals for an education act. Specifically, we point out that the debate over schooling between co-religionists centred upon rival understandings of religious education: ‘denominational’ and ‘undenominational’. We examine the claims of some contemporary High Church leaders and later commentators, that acceding to elements of the 1870 Act, specifically the ‘conscience’ and ‘Cowper-Temple’ clauses, represented a pyrrhic victory and that in doing so the Church appeared to resile from its place in society. However, we argue that, though the Church could no longer be described as ‘England’s educator’, it retained considerable influence within the evolving school system and in policymaking. Moreover, we point out that ‘denominational’ religious education continued to be championed, having diffusive influence, well into the twentieth century. Finally, just as understanding nineteenth-century ecclesiastical history and religious culture is crucial to understanding this moment in the educational past, we argue that a thoroughgoing religious historical literacy is essential to understanding educational policy development regardless of the period under scrutiny.

When assessment defines the content—understanding goals in between teachers and policy

Education policy development internationally reflect a widespread expansion of learning outcome orientation in policy, curricula and assessment. In this paper, teachers’ perceptions about their work are explored, as goals and assessment play a more prominent role driven by the introduction of a learning outcomes‐oriented system. This is investigated through interviews of Norwegian teachers and extensive policy analysis of Norwegian policy documents. The findings indicate that the teachers are finding ways to negotiate and adjust to the language in the policies investigated in this study. Furthermore, the findings show that the teachers have developed their professional language according to the policies. The teachers referred to their self‐made criteria and goal sheets as central tools in explicating what is to be learned. In many ways, the tools for assessment, thus determine the content of education as well as what is valued in the educational system.

Political ramification on educational policy in colonial kenya

Colonial educational policies were marked by conflicting interests of different actors who were involved in the provision and consumption of education. Initially, education matters were left to individual colonies and voluntary agencies, but from 1925, Whitehall began to take a keen interest in the development of education in the colonies. Several educational policies were enacted, including Fraser report, the East African Protectorate Education Commission in Kenya, Phelps-stoke commission, Memorandum on education policy in British Tropical Africa, Beecher committee of 1949 and Binns committee report of 1952. These policies sought to inculcate western morals, technical skills, and the need for rural advancement. Africans did not contend with recommendations of these commissions; therefore, several institutions emerged that sought to improve educational conditions for Africans, such as political associations, Local Native councils, and Independent school associations. Data for this study was collected qualitatively; this involved both primary and secondary sources of data. The results of the study indicate that politics has a direct influence on educational policy. The study will be significant to educational stakeholders, educational policy developers, and planners, educational historians and will be used as a basis for teaching politics and education in colonial Kenya and for future research in the history of education.

A holistic framework for addressing ‘safe’ sexting challenges in Kenya

This paper is based on analysis data arising from a study of sexting perspectives and experiences of college students in Kenya. The study reveals that young people harbour misconceptions about this form of sexual communication, and how to address its associated challenges and negative experiences. The authors use the empirical findings to suggest a framework that identifies seven constructs that critically analyse and describe how agents of socialization processes need to collaboratively work together in order to address the misconceptions, negative perceptions, and behaviors thereof. The proposed framework is conceptualized as a holistic approach with two interacting zones; information and knowledge, and actions, and sustainability. Further, the paper describes the extent to which suggested elements ought to work together to provide the youth with the right information, skills, and competencies required to address issues and challenges associated with sexting. In conclusion, the paper recommends strong guild responsibility and linkages of teachers, parents, and professional associations in the development of educational programmes, policies, and initiatives required to mold youth into responsible people regardless of the new communication technologies.
 Keywords: sexting, youth, framework, communication, socialization

GIFTED EDUCATION IN MONGOLIA: Current Status and Future Directions

몽골의 영재교육에 대해서는 국내에 거의 알려진 바가 없는 실정이다. 현재 몽골은 이제 막 영재교육에 대한 필요성을 인지하고 영재교육의 본격적 시행을 앞두고 있는 시점이며, 본 연구는 그러한 상황에서 몽골의 교육 구조와 영재교육 및 재능계발 시스템을 소개한다. 보다 구체적으로 몽골의 영재 교육에 대한 개념, 정책, 그리고 몽골 영재교육과 관련한 연구들을 제시하는 것이 본 연구의 목적이다. 본 연구는 이를 위해 몽골교육부의 관련 자료 및 문서들 그리고 몽골에서 영재교육의 필요성과 시행을 주창하는 학자들의 최근 연구를 중심으로 몽골의 영재교육에 대해 기록하고 정리하였다. 본고에서는 몽골 교육제도에서 영재교육의 개념이 얼마나 오랜 기간 언급되었는가를 탐색하고자 했으며, 일반교육에서의 영재교육의 영향과 변화, 그리고 교육 효과에 미치는 영향 등을 제시하려 했다. 몽골의 교육은 러시아 교육 시스템을 현재까지도 그대로 유지하고 있다. 그러나 최근 몽골은 러시아 교육 뿐 만 아니라 전 세계 교육 시스템을 연구하며 몽골의 교육목표를 새롭게 정립하고 교육 프로그램의 효과를 향상시키려고 노력하고 있다. 본 논문은 향후 몽골의 영재교육 정책 및 프로그램 이해와 개선을 위한 유용하고 의미있는 기초 자료를 제공해 줄 것으로 기대된다.The purpose of this study is to analyze the situation in Mongolia s gifted education and to define the current status and future direction of Mongolia s gifted education. There is almost no awareness of special education for the gifted within Mongolia. Currently, Mongolia recognizes the need for this and is seeking to put it into practice in earnest. This research introduces a system for structuring special education for the gifted within the Mongolian educational context, and talent development in the light of the above situation. The object of this study is to present a detailed search into concepts and policies for special education of the gifted in Mongolia. The study is organized into an examination of data and literature on the topic and is based on the most recent research of scholars who are promoting the need for special education for the gifted. This study investigates concepts for such education in the Mongolian educational system, which have been examined over a long period and presents factors that will lead to effective and adequate education, influence and transformation within the conventional educational system. Up until now, Mongolian education has followed the Russian system. However, recently Mongolia has also been studying other systems across the whole world and has reorganized its educational goals accordingly to improve the effectiveness of its educational program. This paper will be useful for the future development of policies for Mongolian special education for the gifted, and it is expected that this will provide basic and meaningful information, which will result in a better understanding of its programs and consequent development.

Удовлетворенность партнеров качеством социальной среды вуза

the article is devoted to the study of the quality of the social environment of a modern University. Indicators of the quality of the social environment were determined: the development of the social infrastructure of the University (medical care, sports facilities, food on the territory of the University, cultural objects and events), the image of the University in the external environment, working and studying conditions, and the quality of education. Based on the results of in-depth interviews with experts, the main indicators of the quality of the social environment of the University are analyzed. The experts were representatives of employers’ organizations and partners of the Russian state social University. The article develops a number of relevant recommendations for improving the social infrastructure of a modern University, its image in the external environment, and improving the quality of work and study. The research is addressed to heads of higher education institutions, specialists of ministries and departments involved in the development of educational and social policies to support higher education, researchers, students of higher education institutions, as well as a wide range of readers.

Art, human rights activism and a pedagogy of sensibility: the São Paulo Human Rights Short Films Festival-Entretodos

This article discusses ways in which the São Paulo human rights short film festival-Entretodos developed between 2013 and 2016. It considers the festival from the perspective of a coordinator and promoter, discussing its achievements within the socio-political context of this global city, and of Brazil more broadly, where there has been resistance to advances in human rights culture (HRC). Data from the festival gave rise to an analysis of the relationship between art and emancipation, which is presented here from a philosophical perspective. The author illustrates how the experience of hosting a human rights short film festival in São Paulo has led to the development of a municipal human rights education (HRE) policy and to the conviction that art and citizenship, including learning for citizenship, human right and conviviality, can go hand-in-hand. The article argues for a pedagogy of sensibility, which centres learners’ humanity, as an approach to HRE.

Aprendizagem ao longo da vida e união europeia

Desde a II Guerra Mundial, as organizações internacionais passaram a ter um papel importante na formulação e desenvolvimento das políticas educativas, nomeadamente daquelas dirigidas a adultos. De entre estas organizações internacionais, desde a sua criação, a União Europeia produziu diversos documentos políticos que se repercutiram no desenvolvimento dos sistemas de educação e formação dos Estados-membros. Se num primeiro momento esta influência se dirigia à formação profissional, nos anos de 1990, a educação passou a constar da agenda política e, até à atualidade, a aprendizagem ao longo da vida ganhou centralidade. A partir da pesquisa documental e da análise de conteúdo, procura-se neste artigo destacar as prioridades educativas e políticas da aprendizagem ao longo da vida, enfatizando-se a importância que a lógica de recursos humanos possuí para a referida organização internacional.

Evidence-Based Policies in Education: Initiatives and Challenges in Europe

Purpose: This article examines the state of progress of evidence-based educational policies in Europe and identifies organizations for the generation and dissemination of evidence. Further, it discusses some of the most relevant challenges facing the development of evidence-informed education policies in Europe. Design/Approach/Methods: This article analyzes official documents by the European Commission (EC) and other organizations. Literature in the field of evidence-based education worldwide is examined to identify the primary challenges and issues related to the development of a culture of evidence in Europe’s education sector. Findings: The EC has recently prioritized evidence-informed policy and practice in education, increasingly encouraging member states to utilize evidence in the policy decision-making process. According to official documents, this process began in 2006 and has since enjoyed remarkable progress through several initiatives intended to spread a culture of evidence in education. However, several challenges and issues remain regarding the promotion of evidence-informed policymaking. Originality/Value: Having prioritized evidence-informed policy and practice, the EC strongly encourages the adoption of evidence in the policymaking process. This article provides a point of reference regarding the initiatives already undertaken and the challenges facing evidence-based educational policies and policymaking in Europe.

Media literacy as a cross-sectoral phenomenon: Media education in Finnish ministerial-level policies

In international comparisons, Finland has often appeared as a frontrunner in promoting media literacy, especially from the perspective of national-level policies and structures. In this study, our aim is to broaden knowledge about the meaning of media education in the Finnish ministerial-level policy framework by examining in which administrative sectors policy documents concerning media education have been published and how the concepts of media education and media literacy have been framed. The results suggest that media education and media literacy are addressed widely across the different administrative sectors in Finland, but mostly by the Ministry of Education and Culture. There is also variance in the ways in which the concepts are presented in the policies. In the article, eight identified frames of media literacy are discussed, including protectionism, cultural participation, future working competences, inclusion, broad media education, democracy, national security, and cosmopolitanism. The article highlights the importance of nuanced understanding of the meanings and limits of media education and research-based policy development.

Expanding the role of teacher leaders: Professional learning for policy advocacy

Teacher leadership is important both within and beyond the school. Teacher leaders have the potential to expand their role beyond policy implementation in the classroom to influence educational policy development. However, few teachers receive explicit preparation or guidance for contributing their voice and providing first-hand knowledge of policy’s classroom impact. This study investigated the perceptions and experiences of educators who had completed a year-long fellowship designed to inform and guide teacher participation in state policy. The results indicate that participants perceive themselves as strong policy advocates with local stakeholders but believe they face barriers to influencing state policy leaders. The findings suggest that (1) barriers to policy advocacy must be examined and removed so that teachers can expand their expertise beyond the classroom and that (2) professional learning opportunities can develop teacher leadership skills for influencing policy formulation and adoption resulting in benefits for students.

Mainstreaming or Dilution? Intellectual Property and Development in WIPO

In 2007 Member States of the World Intellectual Property Organization (WIPO) unanimously adopted a set of 45 recommendations which constitute the WIPO Development Agenda. Developing countries sought to give new direction to WIPO through the Development Agenda, away from the pursuit of facilitating and strengthening protection, acquisition and enforcement of intellectual property (IP) rights as an end in itself towards an approach that would be sensitive to the impact of IP on development, both in terms of opportunities as well as costs. This paper explores whether development considerations have been adequately addressed by WIPO since its creation as the United International Bureau for the Protection of Intellectual Property (BIRPI) in the nineteenth century. The paper also analyses whether the implementation of the WIPO Development Agenda adopted in 2007 has shaped the current vision of the WIPO Secretariat and its Member States to address the impact of IP on development; and whether implementation of the Development Agenda has facilitated the use of IP law and policy as a tool that responds to advancing innovation, industrial, health, agricultural, education and other development policies in developing countries. The paper finds that the approach towards IP in WIPO continues to be dominated by a perspective that pursues acquisition, protection, management and enforcement of IP rights as an end in itself. Conflicting interpretations of development orientation have adversely impacted the implementation of the Development Agenda in the spirit in which the developing countries had proposed the Development Agenda. The paper recommends developing countries to undertake cross regional coordination to enhance their level of engagement on IP and development, advance specific suggestions for achieving greater impact on addressing development challenges through specific activities including projects in the areas of technical assistance as well as norm-setting, pursue governance reforms in WIPO to ensure greater representation of developing countries in the decision making bodies of WIPO and in the staff composition of the WIPO Secretariat, amend the WIPO Convention to align its mandate on IP promotion to the development needs and challenges of its Member States and the development goals of the United Nations (UN), and also pursue a review of the relationship between the UN and WIPO as a UN specialized agency in the UN Economic and Social Council.

Trends and priority areas of state policy development in higher education for the period of 2000-2020

The purpose of this article is to compare the results of the implementation of regulatory legal acts related to state policy in higher education, adopted for the period of 2000-2020, with the developed priority areas in education. According to the reports on the results of the activities of the Ministry of Science and Higher Education of the Russian Federation for the same period, the priority areas in higher education and the results of legislative framework functioning for the period under study were analyzed. As a result, four stages of state policy in higher education were identified (such grouping is determined by the periods of validity of the considered regulatory legal acts), including documents that regulate the education system as a whole and are narrowly focused on higher education. It should be noted that the implementation of the fourth stage has not yet been completed due to the fact that the period of validity of regulatory legal acts ends in 2020; therefore, several scenarios of the course of events were made up. Based on this study, an approach was formed to assess the conformity of priority areas and the results of state policy in the field of higher education, which helped to identify “bottlenecks” in the control over the implementation of the defined priorities.

'Private Things Affect Other People': Grange Hill's Critique of British Sex Education Policy in the Age of AIDS.

The article explores five key episodes of Grange Hill, which focused on HIV/AIDS and sex education in the context of the development of sex education policy under the Thatcher and Major governments and the British Broadcasting Corporation (BBC) children's television provision. This addresses the BBC's and the government's conceptualization of childhood and specifically its intentions for, and assumptions about, the audience who watched Grange Hill in 1995. Having placed these key episodes in context, the article then reveals the didactic intent behind them, outlining their effects through a close textual analysis focused on the representation of sex education and HIV/AIDS stigma. The multiple narrative techniques deployed by Grange Hill's creators receives particular scrutiny, allowing the article to expose how this storyline represented a culmination, response, and an intervention into the British politics of children's AIDS education that preceded and surrounded it.

English language education in Hong Kong: a review of policy and practice

ABSTRACT This paper provides an overview of English language education policies and practices in Hong Kong. It examines changes and developments in policymaking and implementation across the education system. Based on a qualitative analysis of government documents and empirical studies, this review utilizes a sociocultural framework in characterizing language policy decision making processes and implementation strategies in colonial and post-colonial Hong Kong. Findings revealed a multilayered context within which English language education policies and practices are enacted, highlighting the interplay among political, social, economic and educational agendas in policy formulation and implementation. The incongruence between policy recommendations and actual classroom practices, as well as the relationship between government responsiveness and public preferences suggested the power and agency of multiple stakeholders (e.g. parents, teachers and community members) in the interpretation and appropriation of language education policies. This review provides additional insights to understanding the status of English against the backdrop of changing local conditions and to identifying forces of continuity and change in the development of language education policies and practices in Hong Kong. Implications for practice, policy and research are discussed.

Strengthening a research-rich teaching profession: an Australian study

ABSTRACT This paper reports on the background, context, design, and findings of a collaborative research project designed to develop a future roadmap for strengthening an Australian research-rich and self-improving education system. Building on the BERA-RSA Inquiry into the role of research in the teaching profession in the UK (Furlong, 2013), the Australian Teacher Education Association (ATEA), Australian Association for Research in Education (AARE) and Australian Council of Deans of Education (ACDE) initiated a national study across education systems and jurisdictions to identify ideas, issues, challenges and opportunities to strengthen teacher education and education policy development through research. The mixed-method study, inclusive of focus groups and an on-line survey collected data from pre-service teachers, teachers, academics and leaders across schools, universities and education departments. A set of recommendations highlight the need for research literacies to be embedded at all stages of a teachers’ career and that the profession would benefit from professional learning strategies where teachers are positioned as both critical and discerning consumers and active producers of research. The importance of teachers being able to respond to data within their own set of contextual factors was a key message.

Развитие государственной политики высшего образования в 1920-е годы

Развитие государственной политики высшего образования в 1920-е годы

Understanding Factors behind Regional Inequality in Education in Kazakhstan

There are significant regional disparities in students’ outcomes in Kazakhstan. Whilst there has been progress in the overall quality of secondary education, large-scale assessments demonstrate a gap in knowledge of several years between certain Southern and Western regions when compared to the top-performing city of Almaty. The author analyzed country data from timss 2015 using the Learning-adjusted years of schooling (lays) measure developed by the World Bank along with an expert survey to understand the factors behind this disparity across the country. The author’s analysis suggests that this situation can be caused by the lack of specific regional education development policies, the language of instruction in school, and the poor socioeconomic development of the region in the first place. There are also indications that students in the disadvantaged regions might be less motivated, which can affect their academic achievement. The author proposes a two-stage policy intervention to improve the chances for good childhood education across regions.