Formal Education Policy Research Articles

Exploring One Colombian Adolescent’s Diverse Literacies in his Rural Community

A deficit view of rural language learners’ out-of-school literacy practices has permeated formal educational and language policy globally. Intergovernmental organizations like the Organisation for Economic Co-operation and Development, for instance, have often portrayed rural learners in Global South countries as having literacy deficits if their language skills are not in alignment with the practices valued in school contexts. These deficit representations are often instrumentalized as a tactic to oppress and exclude rural students’ literacies and language traditions from educational policy and curricula. Throughout this article, the authors – both language educators researching young people’s diverse literacy practices – aim to address and combat such problematic omissions. Following a sociocultural, multiliteracies framework, we analyzed two semi-structured interviews and accompanying artifacts to feature the literacies that a 14-year-old rural Colombian youth engages with daily. Results illuminate the myriad language practices honed outside of formal learning contexts, including family-based literacies, oral and embodied forms of communication, analyzing and composing with multimodal texts, and developing critical skills with digital texts to question national power relations and forge activist identities. The authors discussed the benefits of an expanded view of literacy – particularly for educators – in hopes of contributing to equity-based research advocating the recognition and inclusion of rural students’ vernacular literacies across formal learning spaces.

Teachers Count in the Classroom and in Policy: Legislation, Rules, and Regulations as Pathways in Gifted Education

Policy is a powerful tool that guides many gifted education services and practices in states across the U.S. In addition to student services, policies can govern teacher preparation standards and qualifications for educators responsible for instructional delivery to academically talented learners. Essential to the process, institutions of higher education partner with states to provide standards-based endorsements for gifted education teachers. Arkansas, Iowa, and Kentucky serve as exemplars for enacting policies aimed at increasing the number of educators prepared to teach in the field of gifted education. Key features of their teacher education policies are summarized. In addition to formal teacher education policies, the National Board for Professional Teaching Standards (NBPTS) offers a certificate in Exceptional Needs: Gifted. The NBPTS pathway creates recognition for a national level of accomplished teaching practice in gifted education also found in state policy.

Toward New Beginnings: A Review of Native, White, and Black American Education Through the 19th Century

Histories of 19th-century U.S. education center White experiences, while formal education policy and practice pertaining to Black and Native Americans are treated as marginal phenomena that had little impact on schooling at a national level. Furthermore, current historical framings overwhelmingly analyze Native, White, and Black American education as separate entities, which conceals the political economic character of race as a relational phenomenon. To explore connections between race, school, and nation building, this review presents a relational analysis of scholarship on Native, White, and Black American education through the 19th century. In doing so, it outlines how formal U.S. education expressed, created, and adjusted racial hierarchies through the 19th century; and more importantly, it highlights how America’s education system developed in a context where Native, White, and Black American experiences were deeply interrelated. The review ends by identifying paths for new research on the racial dimensions of U.S. education during its foundational years and beyond.

The Role & Strategies of Non Formal Education for Education Access to Marginalized Community

In Pakistan, about 22.8 million children of school going age are out of school which is very alarming situation and second highest number in the World. Major portion of these OOSCs belong to deprived, marginalized community of Pakistan. Although Pakistan has promised under article 25A to educate all the boys and girls age of school going children but this yet not to be meet due to financial constraints. So to fill this gap an alternative comprehensive system is needed. Non Formal Education is recognized and understood as cost effective and flexible system to fill this gap. In context of Pakistan, despite of recognition of NFE, it has not received due attention due to lack political interest. However, in last few years it is seen progress in this sector and a Non Formal Education Policies are developed at province level e.g. Punjab Non Formal Education Policy and Sindh Non Formal Education Policy. The aim of study was to explore the strategies of Non Formal Education for education access to underprivileged community and its effectiveness in Punjab. The research was conducted in 100 NFBE schools in three districts of Punjab. It was a Quantitative survey research to explore the strategies, and impact of NFBE schools on community. Random sampling technique was used to select the sample. Data was collected from officers, teachers, students and their parents. Data was collected through Questionnaires. It was found that NFE system was imparting cost effective, affordable, flexible, inclusive education at door step of deprived and marginalized community. It was recommended to allocate the more funds to scale up NFE system to cater the all OOSC. It was also recommended to amend and implement the Literacy Act 1987.

IDLE in the Classroom: Learner-Driven Strategies for English Language Learning

Informal Digital Learning of English (IDLE) is a global phenomenon that represents one of the greatest advances for autonomous language learning outside the classroom in the past few decades. The power of IDLE lies in its capacity to compensate for inherent problems in language learning in classrooms, due to the authenticity of input via social media; nurturance of learner autonomy; 24/7, open availability of resources to learners; and the wide variety of materials available to learners, offering relevant and engaging content to every student. Most important, we note the extent to which students in our research said that IDLE did not replace but rather complemented and extended their classroom experiences of learning. We discuss some possible challenges of adapting IDLE for classrooms and suggest three proven uses of media within classroom curriculum: (1) vlogging and podcasting; (2) uses of YouTube; and (3) becoming an ethnographer of IDLE with students. In conclusion, we note that IDLE has become a principal approach to the development of vocabulary and fluency in English by young learners across the globe, apart from formal education policy and practice, and that ignoring its potential within the classroom risks the vital role that classrooms play in developing English language competence.

Learner Handover: Who Is It Really For?

Learner handover is the sharing of information about learners between faculty supervisors. Learner handover can support longitudinal assessment in rotation-based systems, but there are concerns that the practice could bias future assessments or stigmatize struggling learners. Because successful implementation relies on an understanding of existing practices and beliefs, the purpose of this study was to explore how faculty perceive and enact learner handover in the workplace. Using constructivist grounded theory, 23 semistructured interviews were conducted with faculty from 2 Canadian universities between August and December 2018. Participants were asked to describe their learner handover practices, including learner handover delivered or received about resident and student trainees either within or between clinical rotations. The authors probed to understand why faculty used learner handover and their perceptions of its benefits and risks. Learner handover occurs both formally and informally and serves multiple purposes for learners and faculty. While participants reported that learner handover was motivated by both learner benefit and patient safety, they primarily described motivations focused on their own needs. Learner handover was used to improve faculty efficiency by focusing teaching and feedback and was perceived as a "self-defense mechanism" when faculty were uncertain about a learner's competence and trustworthiness. Informal learner handover also served social or therapeutic purposes when faculty used these conversations to gossip, vent, or manage insecurities about their assessment of learner performance. Because of its multiple, sometimes unsanctioned purposes, participants recommended being reflective about motivations behind learner handover conversations. Learners are not the only potential beneficiaries of learner handover; faculty use learner handover to lessen insecurities surrounding entrustment and assessment of learners and to openly share their frustrations. The latter created tensions for faculty needing to share stresses but wanting to act professionally. Formal education policies regarding learner handover should consider faculty perspectives.

(Re)thinking the Residential in Residency: Modern Surgical Practice Continues to Move Away From the Inpatient Setting

Despite the overall shift in care delivery to an ambulatory setting, the majority of general surgical education still relies on the experience of caring for inpatients. We aimed to investigate how the inpatient practice patterns of newly minted general surgeons (GS) have changed since 2008, in order to better inform education policies regarding both training approach and setting for modern surgical trainees. State discharge data from NY and FL (2008-2017) were linked to data on GS from the American Medical Association Masterfile, and to hospital data from the American Hospital Association annual survey. Mean annual inpatient case volume (CV) and case type breadth (CB) were compared between surgeons who were new-to-practice (0-3 years of experience) in 2008 and in 2013. Each new surgeon cohort was followed for 5 years. Case type was classified by organ system. The 2008 cohort included 328 GS with a mean age of 37.1, 79.6% male and 94.2% board-certified. The 2013 cohort included 359 GS with a mean age of 36.2, 73.0% male and 93.9% board-certified. CV was higher among the 2008 cohort than the 2013 cohort for each year of practice in the study period. CB included at least 4 organ system types for all new GS with greater breadth among the 2008 cohort for each year in the study period. Declining rates of inpatient surgery affect general surgeons who were new-to-practice in 2013 significantly more than those entering practice only 5 years ahead of them. New surgeons continue to start their practices broadly, suggesting a need to continue broad training while expanding formal educational policies to include the full spectrum of ambulatory surgery.

KEBIJAKAN PENDIDIKAN ANAK TERLANTAR DI PANTI ASUHAN ST. LOUIS DE MONFORT KOTA KUPANG

The aims of the research are (1) to find out how the implementation of the educational policy of abandoned children at the Orphanage St. Louis De Monfort Kupang, (2) to understand how the impact of the educational policy to abandoned children at the Orphanage St. Louis De Monfort Kupang. The research used a qualitative method. The subject of the research was the Head of the St. Orphanage Louis De Monfort Kupang. The data of this research were collected through observation, interviews, notes, and documentation. The data were analyzed using qualitative analysis techniques, it consists of data collection, data reduction, data presentation, and drawing conclusions. The results of the research are the implementation of educational policies that include formal, informal and non-formal education at St. Orphanage Louis De Monfort Kupang has been implemented well in accordance with education guidelines. In the educational policy process for abandoned children, it found obstacles that are limited to education cost from the regional government. Nevertheless, educational policy has had a positive impact on the life of abandoned children. Through formal education, they can continue their education to a higher level. Formal education policy is carried out through educational institutions (schools) with good quality, which are spread in several areas at Kupang city. Informal education is carried out through three systems, they are kinship, role model and discipline to shape the character of children. While skills which are aspects of non-formal education are carried out through training, both from the orphanage itself and from collaboration with the Kupang City government.

QUALITY OF EDUCATION IN THE EUROPEAN UNION STRATEGIC DOCUMENTS: A CRITICAL ANALYSIS

The internationalization of the market coincided with the opening of state borders for the benefit of free movement of capital, goods, labor, services and information. With the dominance of the ideological realm of economic pragmatism, educational discourse is overwhelmed and dominated by conceptual loans from the business world: choice, competition, efficiency, speech, management, productivity, consumer. Thus, a successful criterion of international economic competition emerges as a key quality criterion. The Communication from the Commission of the European Communities (2008) on an updated strategic framework for European cooperation in education and training raises the need for upgrading the skills of the population and the need to implement skills development policies that better respond to current and future needs of the labor market. However, the entrepreneurial spirit promoted at all levels of education and training rather establishes a more modern surveillance mechanism by establishing a cultural arbitrary accord with the market economy (Foucault, 2005). Consequently, it is necessary to find an alternative way of teaching that welcomes the questioning and manifestation of both the genetic cause and the prospects behind the formal education policy.

‘We know what we should eat but we don’t …’: a qualitative study in Irish secondary schools

Healthy eating opportunities for young people need to be provided in the school setting. Links between formal education and local policies and practices, and active involvement of students are emphasized in whole school approaches to health promotion. In many jurisdictions, schools struggle to provide nutritious food that is acceptable to students. The aim of this study was to conduct an in-depth exploration of school food and students' food choice with students, teachers and principals in six Irish secondary schools. Students conducted their own focus groups with peers, and a researcher conducted focus groups with teachers and one-to-one interviews with principals. Students, teachers and principals expressed dissatisfaction with food provision within their respective schools and reported unhealthy dietary behaviours among the student body as the norm. Divergent views, however, emerged regarding education, knowledge and the primary drivers of food choice. Teachers and principals saw a role for more education modules and students believed environmental infrastructures, practices and policies needed to be addressed to improve behaviours. This consultation with students, teachers and principals highlight that, in addition to education, the social and environmental aspects of food choice and eating at school deserve attention in future research and policy.

A community under siege: exclusionary education policies and indigenous Santals* in the Bangladeshi context

This article presents and analyses the voices and responses of the research participants about the impact of exclusionary formal and informal education policies imposed on the Santal community in Palashpur, Bangladesh (Palashpur is a pseudonym for the site of my research; it is also a metaphor for contested space where the colonial power and politics of the nation state exert domination and subordination). These policies are implemented through a state-led, centralised, monolingual and exclusionary curriculum in local primary and secondary schools, schools run by the churches, and schools supported by nongovernmental organisations. The education policies in Bangladesh bear the legacy of the combined forces of cultural homogenisation and social exclusion rooted in the colonial learning structure and its objectives. Embedded in these policies are elements of the civilising mission, an ultra-religious assimilative but exclusionary nationalistic agenda, and Western values of modernity and development. In this rural context, these alien ideologies and practices in education are actively engaged in eliminating local institutions, the knowledge system of indigenous peoples, the texture of their lives, their joy of living, their spirituality and their sense of being. This article reveals how, imposed from above, education policy and practices have dispersed an indigenous community to negotiate a life that goes against the interests of the community itself and its members.

Learning from the past; a Freirean analysis of FA coach education since 1967

ABSTRACT Formal coach education has been described as an activity which promotes conformity from course attendees. To date, however, few studies have looked at how coach education has been socially constructed over time. The present study addresses this gap and provides a Freirean account of English Football Association (FA) coach education since 1967. Specifically, this study focuses on coach education in the participation domain (grassroots football) where many participants first experience football. Data were collected through an analysis of 47 documents including coaching materials and FA policies. In addition, an oral history of 16 participants whom had all experienced FA coach education were conducted. This paper presents five findings which explain the development of pedagogy over time. The findings illustrate a move away from oppressive, dogmatic pedagogical methods towards a more liberating form of coach education policy. For example, FA formal coach education policy now embraces in-situ methods to situate learning in the lives of coaches. The paper supports the trajectory towards liberation by advocating for more humility and critical-consciousness between tutors and coaches, thus rejecting the concept of banking education. In doing so the paper makes three novel contributions by; (1) describing the development of FA coach education over time; (2) introducing a Freirean theoretical perspective to coach education research; and (3) prompting course tutors to consider how they can enhance their practice to be more liberating. These lessons may benefit educators both in football and other contexts.

Gifted education in India

AbstractIn the backdrop of India’s growing population of 1.21 billion people with diverse, multicultural and multilingual backgrounds, gifted education is yet to be part of a formal educational policy in the country. Research on giftedness in India spans across 50 years, but lacks systematic and empirical grounding. The term “gifted” in the Indian context has not been used till very recently and most Indian studies have focused on creativity. Talented children in India are recognized at both homes and schools but formal identification and nurture of giftedness is sporadic and mostly dependent whether the child has been selected for gifted programs which are far and few. The lack of adequate information and database about programs, policies, practices, and outcomes in gifted education in India make it impossible for accurate review. Through the article, the author attempts to provide an insight about India’s views on gifted education and giftedness, the challenges it faces in introducing gifted education a...

Geography and history education in Estonia: processes, policies and practices in an ethnically divided society from the late 1980s to the early 2000s

This article studies processes, policies and practices for geography and history education in Estonia. The analysis covers the societal transformation period in an ethnically divided society from the 1980s to the early 2000s characterized by Estonia’s disintegration from the Soviet Union towards the integration to the European Union and NATO. Geography and history education curricula, textbooks and related policies and practices promoted a particular national time-space by supporting the belongingness of Estonia into Europe, rejecting connections towards Russia and suggesting a division between ethnic Estonians and ethnically non-Estonian residents of Estonia. In geography and history textbooks, the Russian-speaking population, comprising then almost a third of the entire population of Estonia, was divided into non-loyal, semi-loyal and loyal groups of whom only the latter could be integrated in the Estonian time-space. The formal education policies for geography and history supported Estonia’s disintegration from the Soviet past and pawed way to integration to the western political and economic structures. However, challenging market and sensitive cultural contexts created peculiar, alternative and sometimes opposing local practices in geography and history education.

En busca de una educación equitativa: La implementación de políticas lingüísticas y culturales estadounidenses

In the history of the United States, education that is not relevant to the dominant culture, has not been valued (and oftentimes even devalued). The U.S. policies of assimilation in education, tried to dissuade students from maintaining their language and culture. Many of the students who do not speak English as their first language, have been pushed to conform to the imposed mono–cultural rules and, implicitly, have been asked to forget their cultures. This paper exposes the historical context of formal and informal education policies that facilitated the first efforts to provide equitable education, and the policies that have dismantled these efforts. Unfortunately, the efforts and goals achieved thus far, in many cases have not helped improve the education of students who are learning English as a second language. Specifically, this paper focuses on the impact, consequences, and current status of the No Child Left Behind Act.

El anti comunismo electoral en Costa Rica durante la Guerra Fría 1948 - 1990

The aim of this article is displayed anti communist political attitudes of Costa Ricans in their electoral practices in the Cold War period between 1948 and 1990 as a result of increased political violence and symbolic violence that took place during those years through the press, formal education, speeches and government policies and the religious establishment, among others.Thus the presence of ideological anti communism will see conditioned addition to the above, other subjective and objective factors, such as the syndical union, the ideological politicization, education, cultural development, class consciousness, socioeconomic status, unemployment, police repression, among others.

다문화가정 영재의 이슈와 쟁점

The intent of this study is to fully investigate the major issues and challenges related to characteristics of gifted children from multicultural families in Korea. The gifted students of multicultural families are currently categorized as disadvantaged gifted students, but they need to be defined more deeply and separately due to the continuous increase of multicultural families. Most culturally different gifted children have common problem such as integrating into Korean culture, often suffering from emotional problems and their parents` economic disadvantage. Due to these problems a variety of issues arise. First, culturally diverse talented students have problems due to the alienation and the lack of equal opportunity given to gifted children of multicultural families in need. Secondly, another issue is whether or not the selection of these students for a gifted and talented program is administered equally and fairly. Thirdly students and teachers may have difficulty forming relationships. Fourth, there is a dire need to address the issue of a lack of formal education policy. for these students. Fifth, the formulation of a gifted and talented program solely for multicultural students is necessary. Sixth, educating the parents of such students remains a critical challenge. Seventh, the last issue arises from a lack of research regarding the identity of multicultural gifted children in Korea. In this study, we discuss each of these issues in-depth. Additionally the future of Korean Multicultural Gifted selection, training in the field, school direction and it`s implications are discussed.

Leaving it to the schools: ctizenship, diversity and human rights education in the Netherlands

Background: The Netherlands traditionally has a strong civil society. This has had an impact on the education system through the relatively high degree of autonomy for schools on moral and didactical choices as well as on the curriculum. Such freedom provides ample room for citizenship to develop at alocal level. The large degree of curricular autonomy allows schools to shape education according to their own vision and values in partnership with those in civil society. Purpose: This article explores how citizenship education, cultural diversity and human rights education are implemented within such a context. The main aim is to analyse how societal and political ideals are laid down at the policy level (intended curriculum), how they are implemented at the school level (implemented curriculum), and how they impact on student learning (attained curriculum). Sources of evidence: Formal educational policy documents are analysed to gain insight into the intended curriculum. Insights in the implemented and attained curriculum are gathered through analysis of research studies into classroom practice. Main argument: The article argues that although citizenship education, cultural diversity and human rights education are prominent themes in political and societal debates and expectations of schools' contribution to these themes are high, the intentions are formalised only briefly in the intended curriculum. The freedom of education is mentioned as the main reason for the lack of policy commitment. The article argues, however, that local empowerment cannot do without school leadership to develop a school-specific vision and approach, aswell as a coherent long-term vision on the way forward at the macro level. Conclusions: This curriculum analysis shows that cross-curricular socialisation themes do not play a prominent role in curriculum policy and that implementation in classroom practice is varied, but generally limited. With ambiguity in educational policy and limited implementation support, it is a complex challenge for schools to make strategic choices in interaction with civil society and to set their own social agenda. Given the current political and societal context, with itsfocus on freedom of education, it is necessary, but not realistic, to expect moredetailed curricular regulations on these curriculum domains. Moreover, the current emphasis on basic skills in literacy and numeracy also limits the room for these societal issues, in both curriculum policy and practice. The article concludes that schools need more support to make autonomous choices as well as more clarity on what is expected from them. Also more insight is needed about feasibleand coherent approaches to incorporate citizenship education in a core curriculum that has a strong emphasis on the basic skills.

“Opening to the Other”: Schooling among the Karipuna and Mebengokré‐Xikrin of Brazil

The article analyzes the Brazilian Indigenous formal educational policies through two ethnographic cases (Karipuna and Mebengokré‐Xikrin) that allow us to approach the Indigenous perspective on schooling. We first discuss the possibilities and limitations of past and current legal references and educational policies. In the analysis of the two experiences, we use the notions of cultural boundary and the “openness to the other” to understand the dialogical and interactional spaces that emerge through Indigenous schooling. [Indigenous schooling, Mebengokré‐Xikrin, Karipuna, Indigenous protagonism, cultural boundaries, openness to the other]

Climbing over the rocks in the road to student engagement and learning in a challenging high school in Australia

Background There is increasing evidence that schools internationally are not meeting the needs of increasing numbers of young people, especially those at the secondary level, and whose backgrounds have placed them at disadvantage. The evidence is that significant numbers of young people are becoming disconnected from school. While the official term for this is ‘disengagement’, it seems that official educational policy responses to these tendencies, far from ‘fixing’ the problem, seem to be exacerbating it. Current policy preoccupations that emphasize accountability, greater parental choice of schools and a more prescriptive curriculum can present difficulties for young people, particularly those from challenging backgrounds. There may be a mismatch between formal educational policy, and the lived experiences at the level of the school and classroom for the most vulnerable young people. Purpose This paper reports on a single instance of a high school that embarked upon a process of reinventing itself in respect of the importance of relationships and ‘relational power’ for students over their learning. The paper examines what the teachers and students had to say about the efficacy of this school-based reform. Sample The case-study school was located in an area of extreme social disadvantage in which young people had diminished educational expectations. The research involved observations and interviews with a small sample of stakeholders and focus groups with students (13–16-year-olds). Design and method The study was an ethnographic case study of a single secondary school conducted over a five-week continuous period. It used ‘embedded interviews’ involving observation of in-class teaching prior to extensive 1-hour interviews with teachers and students' focus groups. All interviews were recorded. Detailed field notes were kept of classroom observations and other activities, including school assemblies, staff meetings and reflections on informal conversations held during teaching breaks in the staffroom. Results and conclusions Positive outcomes emerged from a context where fair boundaries were established and in which students could see school as a place where they could experience fun in their learning. The process was by no means complete, but the school felt that it had found a more efficacious way to move forward and the students made this clear in their statements about what the school was attempting to do with them. Key to these positive outcomes was a commitment to placing relationships between students, teachers and parents at the centre of everything the school did.