Field Of Education Policy Research Articles

The OECD's Education Agenda: Balancing Limited Membership, Global Reach, and Domestic Interests in Latin America

Global dynamics are becoming more prominent in education policy discussions, with the OECD standing out as a major player in the global education policy arena. Despite its selective and limited membership, the OECD’s reach and influence extend across the globe. This paper explores this paradox through an analytical review that bridges the field of education policy to the broader panorama of global governance, examining factors related to the growing involvement of Latin American countries with the OECD’s education agenda. Delineating the organization’s history and expansion strategy, as well as domestic drivers for membership and participation, this article examines the complex interplay between globalization, international mechanisms of norm diffusion and soft power, national interests, and internal politics. It concludes by outlining the multidimensional game that links institutional reasons, international dynamics, and domestic motivations with the appeal of organizations such as the OECD and its education initiatives in the Latin American region.

A look at university education in Ecuador: politics, quality and teaching

University education in Ecuador has experienced important advances in recent years, both in terms of educational policies and in quality and teaching. The country has implemented a National Higher Education System (SNES) that seeks to regulate and supervise higher education institutions, guaranteeing the quality and relevance of academic programs. Regarding educational quality, Ecuador has established the Higher Education Quality Assurance Agency (ACESS), in charge of evaluating and accrediting the quality of university institutions and programs. This has promoted continuous improvement and academic excellence in Ecuadorian universities. In addition, teacher training has been strengthened, with training programs and pedagogical updating, which has made it possible to improve the skills of university professors and promote research and innovation in teaching. In the field of educational policy, Ecuador has established a National Plan for the Development of the Higher Education System, which establishes goals and strategies to strengthen university education in the country. It has sought to promote inclusion, equity and quality in academic programs. However, despite the advances, there are still pending challenges. It is necessary to continue working on the relevance of academic programs, adapting them to the needs of the labor market and the development of the country. Likewise, it is necessary to strengthen the link between universities and the productive sector, promoting collaboration in research projects and the labor insertion of students.

Improving the Legal Support of Linguistic and Cultural Aspects of Language Learning at School

The main objective of the study was to analyze ways to improve the legal support of the linguistic and cultural aspects of language learning at school. The key method used involved a combination of modern modeling techniques. The specific topic is legal relations for language learning. The novelty is a model of legal support. Legal regulation of education is a historically conditioned form of organization of the educational process, formed as a result of the gradual growth of the role of state institutions in the performance of regulatory functions and the development of social relations. The new requirements faced by a modern teacher, his training and professional quality, make it necessary to take into account the experience and the latest achievements of other countries in the field of educational policy, in particular, in the field of foreign language teaching, as well as to identify and overcome the negative ones. In the conclusions of the case, based on the results of the study, the key aspect of improving the legal support of linguistic and cultural aspects of language learning in school was characterized.

Curricularização do ‘espetáculo’ na nova Base Nacional Comum Curricular

The work "Spectacular Formation!: education in times of National Common Curricular Base" (EDUFBA, 2022), by André Cechinel and Rafael Rodrigo Mueller, reflects in the field of public education policies the paradoxes based on the National Common Curricular Base (BNCC) itself. of high school, in the sense that it despises the organic history in the area and the sociocultural processes of human recognition, reflecting on the instability and decline of high school, in favor of a kind of spectacularization of training conceived by the modus operandi of the bourgeoisie and by reforms educational. The authors of the book work in the field of Education, being André Cechinel a PhD in Literature from the Federal University of Santa Catarina (UFSC), with an internship at New York University (NYU). He is a professor at the Graduate Program in Education and at the Letters Course at the Universidade do Extremo Sul Catarinense (UNESC) and a collaborating professor at the Graduate Program in Translation at UFSC. Rafael Rodrigo Mueller has a Doctorate in Education from the Federal University of Santa Catarina (UFSC), with a postdoctoral degree at the Federal Technological University of Paraná (UTFPR). He is a professor at the Graduate Program in Education (PPGE) and at the Graduate Program in Socioeconomic Development (PPGDS) at the Universidade do Extremo Sul Catarinense (UNESC).

Выпускник РУДН — представитель мировой элиты: воспитательный аспект деятельности вуза

The present study is an analysis of the results of extracurricular work as an aspect of Peoples’ Friendship University of Russia activities. The university states that within the period of studies, a RUDN University graduate becomes a representative of the world elite, whose qualitative characteristics correlate with such concepts as high personal characteristics, ethnic tolerance, motivation for study and profession, and knowledge and respect for the university traditions. The article presents and analyzes the results of the annual poll of university graduates and the data in comparison with the answers of first-year students. The authors propose considering a case study of Peoples’ Friendship University of Russia as an example of the successful implementation of a management strategy in the field of educational and extracurricular university policy. The conclusion implies the fact that the university is successfully implementing a model of education that allows it to timely and adequately respond to the challenges of modern society, creates an international educational and extracurricular environment that makes it possible to turn a RUDN University graduate into a representative of the world elite. The research is an example of the successful implementation of the extracurricular aspect of the activities of a Russian multidisciplinary university with a high level of internationalization.

G. G. Antonescu anticipates the management of the school organization

The pedagogue George G. Antonescu remained consistent with the university ideal of the fundamental research of education, pursued throughout his life from a philosophical and psychological perspective, being anchored in the life of society. His writings have survived to this day and address important topics in the field of education policy, with openness to school management and the issue of Romanian education reform in the interwar period. The studied problem is oriented towards the development of a policy of culture, necessary in education, supported institutionally in order to be able to solve an existing and present management problem - the relationship between "pedagogical science and school administration", between „pedagogical centralization" (scientific) and "decentralization of education" (administrative).

Design, content validity, and inter-observer reliability of the ‘Digitization of Cultural Heritage, Identities, and Education’ (DICHIE) instrument

The present study, on the one hand, seeks to offer the validated design of the Digitization of Cultural Heritage, Identities and Education (DICHIE) instrument, applicable in focus-group contexts, to extract qualitative data on both the needs and the challenges relating to the digitization of the cultural heritage of Castile and Leon (Spain). On the other hand, it aims to facilitate the contribution of solutions within the field of education and cultural policy for the cultural heritage within this Autonomous Community. The research adheres to quantitative-descriptive methodological principles and, in particular, follows instrumental psychometric studies of reliability and content validity. The results of the instrument were optimal, both in terms of internal reliability and complete global and intra-group content validity, for its application to professional areas of heritage conservation and education and digital cultural management.

The Main Vectors for the Development of Estonian National Policy in the Late XX - Early XXI Centuries

The practical foundations of the national policy of modern Estonia were laid in the conditions of the collapse of the USSR and the associated aggravation of interethnic relations. The contradictions of this period largely influenced the definition of the vector of further development of post-Soviet states, including in Estonia. In general, it can be assumed that the first five years of the recent history of Estonian statehood, the main stake in its national policy was made to stimulate the re-migration of most Russian-speaking residents. In the second half of the 1990s. in the official circles of Estonia, attention is gradually increasing to the need for a certain integration of national minorities into public life, which can be explained by the influence of the foreign policy conjuncture, namely to satisfy the recommendations of the European Union, which the Estonian state sought to join. It seems that the most acute issue for the Russian-speaking population of Estonia remains the language policy, which is closely linked by the government of this country with the task of forming Estonian identity among the non-Estonian population. It should be noted that this trend is a logical consequence of the new Estonia 2035 development strategy adopted by the Riigikogu on May 12, 2021, which declares the consolidation of society and extremely succinctly mentions the need to "pay attention to the availability of access to different layers of culture among Estonian communities and communities of national minorities." At the same time, the primacy of Estonian identity is affirmed, which is confirmed by various regulatory acts of the Estonian state in the field of education, language and youth policy. Sometimes you can find individual proposals for adjusting Estonia's policy in the field of finding the optimal interethnic consensus - in the spirit of, for example, the Leitzhart rental consonational model, which has been tested in practice in Switzerland, the Netherlands, Belgium or Northern Ireland. However, at present, such proposals lie rather in the theoretical plane.

CRAFTS CREATIVITY AND ITS DEVELOPMENT FROM THE PRIMARY SCHOOL TEACHERS` PERSPECTIVE

Education in Czech Republic has recently undergone considerable changes. Emphasis is placed on the development of individuality, personality qualities, and competencies of pupils and students. Creativity has become an essential quality of modern man and it is proclaimed across many areas of human activity, being defined in various ways depending on the application of creative aspects. The area which we deal with in more detail in the article is creativity in technical education. In the context of current events in the field of educational policy in the Czech Republic, we present partial results of a research probe of a qualitative nature focused on identifying key elements of educational strategies of primary school teachers in the implementation of creative technical activities at primary school.

Contributions from the ethico-onto-epistemological perspective for research in the field of education policy

This paper explores the concept of ethico-onto-epistemology and its contributions to education policy research. Specifically, it seeks to define onto-epistemology and ethical-onto-epistemology, with special reference to Anna Stetsenko’s work. The main arguments developed are the following: a) ethics is one of the structuring elements of research (and not a mere appendix); b) all research involves ethical issues; c) the ethico-onto-epistemological perspective can contribute to the development of more integrated and coherent research; and d) the transformative activist stance contributes to achieving the social purpose of the research and the researcher’s work.

Civil identity formation and digital technologies in the educational process of teachers’ training (experimental model)

Abstract.
 The paper is devoted to the role of digital technologies in the formation of Russian civil identity in the educational process. The focus of the presented research is on the main parameters of the experimental model of updating the work programs of History courses at specialized (History) faculties, taking into account the capabilities of end-to-end digital technologies and digital tools in the training of pedagogical staff. At the same time, the pedagogical experiment of this kind is considered as a necessary integration of humanitarian and digital technologies in order to bring the countrys educational policy to a common meaningful and value denominator within the framework of Russian civil identity formation. Particular emphasis in this paper is placed on the importance of the teachers professional training for the implementation of tasks in the field of state educational policy in the modern information space. In this regard, close attention is paid to the close relationship between historical politics and historical education, on the one hand, and humanitarian and digital technologies, on the other hand, in terms of targeted (re) formatting of Russian civil identity in the educational process. In addition, methodological and organizational restrictions on the use of digital technologies are outlined, which have a noticeable impact on civil identity formation within the framework of historical education at the stage of teachers training.

Analysis of Articles Published in 2019 and 2020 within the Scope of Education Policies, Management, and Leadership

This research aimed to evaluate the research articles in the journals Educational Administration Quarterly (EAQ), Educational Management Administration & Leadership (EMAL), and Educational Policy (EP) according to the theme, method, quality, and quantity of the articles published in 2019 and 2020. The data used in the research were collected by document analysis, one of the qualitative research techniques. The data was analyzed with the help of frequency and categorical analysis using the descriptive analysis method. In this study, the following themes were predetermined as research design and method, purpose and subject, study group, and analysis of data. As a result of the analysis, it was observed that in recent years qualitative research has dominated in educational research, content and document analysis has gained weight in the analysis of research, different sub-leadership titles have increased in the main theme of leadership in research issues, and new topics have been included in a problem-based broad school perspective. It was concluded that teachers, school administrators, students, and documents related to school processes were treatedas the study group, and, in general, document analysis and accordingly content analysis were used in the analysis of the data. It was observed that the largest number of articles published in the journals came from North America, particularly the USA while a certain proportion of research took place in other parts of the world. The findings can be interpreted as guiding researchers and practitioners in the field of educational policies, management, and leadership. According to these results, it is suggested that publications in the field should be published in journals that guide education policies by using a mixed pattern in the focus of school and school stakeholders, and such publications should be conducted in the local and regional context.

International education programmes as an element of educational change in the Polish education system

The main aim of the article is to present selected international education programmes implemented in Poland (International Baccalaureate, Advanced Placement, International General Certificate of Secondary Education) in the context of educational change. The background of the analyses is the metamorphoses in the Polish education system after the period of political transformation. Literature in the field of education policy, theory of educational systems, normative documents of educational law, European Union directives and programme documents of international organizations conducting and accrediting IB, AP, and IGCSE programmes were used for the research. The author argues that the educational change that took place after 1989 in the organization and structure of the education system made it possible to implement international education programmes and contributed to the democratization and socialization of the Polish education system. Currently, international education programmes constitute an attractive educational offer that provides a chance for continuing education at renowned foreign universities, makes it possible to efficiently find oneself on the global labour market, and also prepares young people to be active members of civil society, guided by such values of political and social life as respect for human rights, democracy, solidarity, freedom of speech, and tolerance.

Показатели результативности и эффективности муниципальной программы муниципального образования города Тула «Доступная среда»

The work is devoted to the evaluation of the use of performance indicators and the effectiveness of the implementation of the municipal program of the municipality of Tula "Accessible Environment" for the period 2017-2020. The purpose of the program is to create conditions for ensuring unhindered access of disabled people to municipal social infrastructure facilities in the field of education, culture, sports, physical culture and youth policy (in priority areas of disability) and overcoming social disunity in society. The objectives of the municipal program are to equip municipal social infrastructure facilities in priority areas of disabled people's life with devices and devices to ensure access for disabled people, as well as to provide conditions for the socialization and integration of disabled people into society. But, unfortunately, the financial support that is laid down in the municipal program does not sufficiently meet the needs of people with disabilities.

How public media and governments co-construct the adult skills agenda. The OECD's Programme for the International Assessment of Adult Competencies in Italian and Danish newspapers

The ‘Programme for the International Assessment of Adult Competencies’ (PIAAC), developed and managed by the OECD, is an important source of knowledge about adult skills as well as an intervention in the field of education policy. One level of the intervention is the presence of PIAAC results in public media and debate. This article presents a comparative analysis of the way major newspapers in Italy and Denmark presented and used PIAAC over the period 2013–2019. The press contributes to constructing knowledge and setting agendas for education by presenting information structured from criteria of news value and from ideological stances. The analysis, done as part of the ENLIVEN research project ( Milana et al., 2020 ), traces how PIAAC results were covered in Italian and Danish newspapers and used in the construction of themes, angles and ‘truths’ on skills and adult learning.

Aruba in een week

This article analyzes the role of different languages in the education sector of Aruba. For this purpose, we report some observations and reflections on language use and language policy in this multilingual country. The focus is on our pilot study at the University of Aruba in March 2020, consisting of explorative interviews with key actors in the field of language teaching and education policy. In particular, we analyze statements about ongoing changes with regard to the status and the use of Dutch and Papiamento in the current education system, including the challenges posed by the increasing importance of English. The article also discusses the consequences of ‘standard language ideology’ for language use and language teaching in postcolonial contexts.

Equity and opacity in enacting Chinese higher education policy: contrasting perspectives of domestic and international students

Drawing upon notions of a global higher education policy field and recently theorised conceptions of ‘global-local’ imbrications in social space, this article explores the complex tensions that characterise the enactment of internationalisation policies in Chinese higher education (HE) and their contrasting effects upon domestic and international students. Ten domestic Chinese and ten international students attending an elite university in China were interviewed. The article reveals that although the Chinese government and universities ostensibly sought to introduce internationalisation policies that ‘managed’ domestic and international students ‘similarly’, comparisons of domestic and international students’ experiences revealed different ways of recruiting, educating, and hosting domestic and international students; these left the former feeling the system was inequitable and encouraged lower standards, and the latter feeling the system was opaque and difficult to navigate. The study cautions that the political imperative to increase the number of international students as a measure of internationalisation adversely influences efforts to develop sustainable international HE in China, even as the limitations of this approach are increasingly recognised.

What Longitudinal Research and Large-Scale Population Representative Studies Can Tell Us About Gifted Students and Education Policy 50 Years After the Marland Report

The Marland Report included many correct observations about gifted education. Some findings, for example, were based on Project Talent, a large‐scale population representative longitudinal study of the US high school population. This paper uses the intersection of cognitive aptitudes and gifted education as a framework and synthesizes studies using prospective longitudinal data from numerous sources. Additional retrospective data on US high achievers are reviewed, as are longitudinal findings from other countries. All these sources will be used to reevaluate a selected set of claims made in the Marland Report. Specifically, we explore (a) the definition and understanding of gifted students; (b) the identification of and longitudinal research on gifted students; and (c) we briefly discuss the context of the Marland Report in the wider history of education policy and reform in the US, including how to best support talented students using information from the field of education policy.

Professional Network Community for Training Youth Workers: Conceptual Framework and Prerequisites for the Creation

Currently, in the context of the transition to hybrid education, new network forms of communication and interaction of teachers, students as well as specialists are in demand in the framework of personnel training, research and professional activities. The article reveals the main aspects of the integrated network community for training professionals working with youth in the field of educational and youth social policy. Network community can be viewed as an important resource for the development of both the participants themselves and the specific professional sphere. The purpose of the article is to describe the conceptual framework of a professional network community for training personnel for working with youth in the context of social, educational and youth policy and identify the prerequisites for its creation.In the course of the work, we used such methods as structural and functional analysis, system synthesis, modeling and an online survey. The sample comprised university students, faculty members, and youth workers (n = 147) from six federal districts of Russia.The conceptual framework of the professional network community presented on the basis of systemic-synergetic and constructive methodological approaches enables 1) to formulate its idea as a collaboration for personnel training, scientific research, joint projects implementation and self-development of participants; 2) to identify systemic contradictions, the solution of which is directed by the interaction of community members; 3) to determine the axiological basis, purpose, objectives and stages of deployment; 4) to identify the degree of its relevance, the presence of common interests among all its participants on the basis of the results of empirical research that may be useful in the professional network communities design.

ШКОЛЬНАЯ КНИГА ДЛЯ ЧТЕНИЯ В РОССИЙСКОМ ПАРЛАМЕНТЕ, ИЛИ ОБ ОДНОМ ЭПИЗОДЕ ИЗ ИСТОРИИ ЦЕНЗУРЫ И КРИТИКИ УЧЕБНОЙ ЛИТЕРАТУРЫ В НАЧАЛЕ ХХ ВЕКА

This article discusses a unique precedent in Russian history when the textbook for elementary schools became the subject of parliamentary debate. In March 1913, a group of right-wing members of the State Council appealed to the Minister of Public Education for permission to use the 3rd part of the “Nov’” reading book by N. Tulupov and P. Shestakov in elementary schools. The interpellents argued that in Nov’; and a number of other primary school textbooks approved by the ministry, the authors’ biased texts were anti-monarchical and anti-state, pitting one class against another, killing the people’s religiosity and developing anti-militaristic sentiments. The parliamentarians involved in the debate found themselves in the unusual role of literary critics, children’s reading leaders, and experts in primary education. An analysis of this mishap, its background and consequences, and the discussion in the State Council itself reveals that in the interrevolutionary decade other institutional players besides the state emerged in the field of education policy: zemstvos, school and school boards of trustees, teachers’ public organizations, educational periodicals and, later, political parties. In the absence of curricula for primary schools, the content of teaching was in fact determined by the educational literature that the zemstvo purchased for the schools in its district, choosing from an extensive list of publications permitted by the Ministry. However, state censorship was not an obstacle to the active work of liberally-minded educators in publishing and promoting textbooks, which provoked such a strong reaction from right-wing conservatives. The reading book became the subject of a political struggle for the opportunity to determine the ideological agenda of public education.