Implementation Of Education Policy Research Articles

Achieving Sustainable Quality Education Targets: a Case Study in East Java, Indonesia

Objectives: This article aims to analyze the implementation of education policies designed to introduce quality education and identify barriers at the local level. The study focuses on an elementary school in Probolinggo City, East Java Province, Indonesia, to understand how these policies are being executed and the challenges faced. Methods: Interviews were conducted with various stakeholders, including school representatives, education office officials, and local government authorities. The study utilizes two types of data: primary data collected through interviews and secondary data from existing records and reports. Results: The findings reveal that the implementation of quality education policies at the primary school level is suboptimal in achieving the Sustainable Development Goals (SDGs) targets. This inadequacy is primarily due to weak coordination between education offices and schools. The study highlights that this poor coordination affects the ability to achieve inclusive and equitable quality education and support lifelong learning opportunities for all. Conclusion: The study concludes that the weak working relationship between schools and education offices significantly impacts the sensitivity of education office policies to school needs, thereby hindering the achievement of SDGs at the local level. The results emphasize the need for improved coordination and communication to ensure effective policy implementation. This study contributes to the development of policy implementation theory by providing insights into the sustainable strengthening of educational development strategies and expands theoretical and practical knowledge on local government policy implementation in the context of quality school education in Indonesia under the SDGs framework.

WYO PETe and WAHPERD: Origin, Development, and Successes of a Great Western Alliance

This article describes a successful Wyoming partnership recently developed between the long-standing Wyoming Association for Health, Physical Education, Recreation, and Dance (WAHPERD) and the newly founded Wyoming Physical Education Teaching (WYO PETe) Collaborative. The organization leaders engaged in extended discussion about how this multi-sector partnership could collaborate to offer Wyoming physical educators a range of professional development (PD) opportunities that meets their individual needs and the unique barriers they face. The decision to combine efforts resulted in WAHPERD and WYO PETe expanding PD opportunities at state convention and throughout the year. The partnership also saw multiple inservice physical educators joining with university faculty and graduate students to form a WAHPERD Advocacy Committee to survey Wyoming physical education and physical activity policy implementation and develop advocacy tools and guidance documents for teachers to use in their districts. The partnership also led to an annual WAHPERD hosted student event called Healthy Kids Roundup that empowers middle school students and their teachers to promote health and wellness in their schools.

Manajemen Efektif Pendidik dan Tenaga Kependidikan untuk Menciptakan Pembelajaran yang Berkualitas

Management of educators and education personnel is a key aspect of personnel management in educational institutions, with strategies for managing teacher and educator staff being the main focus for achieving quality learning. Professional development is also crucial in improving the competence and quality of trainers, while evaluation of their activities is necessary to monitor and improve performance. This study uses the literature method, with data collected through library data, reading, and managing research materials. The findings of this study show that effective human resource management strategies involve careful planning, thorough training and development, and regular performance evaluation. The implementation of education policies that focus on quality learning requires cross-departmental cooperation and active participation from various stakeholders. Environmental and organizational factors, including management, regulation, human resources, infrastructure, relationships, collaboration and changes in the external environment, also influence the effectiveness of HRM in educational institutions. By understanding the importance of educator and education personnel management and implementing effective HRM strategies, educational institutions can create a quality and competitive learning environment. This will positively impact the quality of education provided to students and help achieve broader educational goals.

Teachers’ Attitudes Toward the Use of a Minority Language as the Language of Instruction in Primary Schools in India

This study evaluates the attitudes of primary school teachers in Rabhalanguage- majority areas of Assam, a state in India about the use of Rabha as a language of instruction in the light of the new National Education Policy 2020. Fifty one school teachers were surveyed and 15 teachers were interviewed using the triangulation method. This article makes a case for advocacy and mobilization of the community for successful implementation of educational policies. Even well-intended policies might not achieve success if the target community is not convinced of the positive outcomes of the policy recommendations. The findings of the study reveal that though the teachers were overtly supportive of the use of Rabha in the classroom, they displayed subtle resistance toward its use due to the widespread misconception that if education is not imparted in more mainstream languages, students will lose important educational and employment opportunities. The authors make recommendations for carrying out proper advocacy and mobilization drives in order to create awareness about the advantages of mother tongue-based multilingual education.

Reconceptualizing Parents as Policy Agents Within Special Education

Existing research on the implementation of special education (SE) has consistently documented racial inequities in the law’s implementation. We present a new theoretical framework to guide future research. SE law requires parents to act as initiators, developers, and enforcers in the implementation of SE policy. Drawing from law and society research, we demonstrate how the law’s design contributes to structural inequalities because it conscripts parents to work as policy agents. Parents may not be adequately resourced for their role, which contributes to inequalities and makes structural changes difficult. We argue that this framework may shift approaches to research within and beyond SE, helping to reorient approaches to understanding parents’ roles and the reproduction of inequities within educational policy implementation.

Ensuring Linguistic Sustainability in Bangladesh: Challenges and Approaches

This study investigates the obstacles to language sustainability in Bangladesh, which boasts a wealth of linguistic diversity, and proposes a comprehensive plan to support this variety. The study begins with an examination of Bangladesh’s linguistic demographics, highlighting the multitude of languages spoken by the country’s various ethnic communities. It then delves into the historical context of language movements in Bangladesh and illustrates how language serves as a crucial marker of identity and unity. Subsequently, this research explores the socioeconomic, political, and educational factors that contribute to language endangerment and change. It discusses the consequences of these changes on cultural identity, transmission of knowledge, and community well-being. This study proposes a comprehensive framework for language sustainability in Bangladesh, emphasising five key components: documentation and revitalisation of endangered languages, implementation of comprehensive multilingual education policies, utilisation of modern technology in language preservation, promotion of cross-cultural understanding through exchange programs, and national policy support for language rights and diversity. These initiatives aim to enhance linguistic sustainability, foster social cohesion, and empower marginalised communities. This study argues that by addressing these challenges and adopting these strategies, Bangladesh can secure a sustainable linguistic future and preserve its diverse cultural heritage.

시스템 사고를 활용한 저출산과 교육의 인과 현상 분석

Considering that the low fertility phenomenon is intricately intertwined with education, this study attempted to analyze the causal phenomenon of low fertility and education through the lens of systems thinking. First, the relationship between low fertility and education and the logic of the education policy in response to low fertility were analyzed with a causal loop diagram, and then the problem of the education policy in response to low fertility was analyzed by synthesizing them.
 The analysis revealed that the low fertility is reinforced by establishing mutual causal relationships with education-related variables such as the burden of private education costs, increased demand for higher education, and the deterioration of the quality of the educational environment. The education policies in response to low fertility that emerged in this context were passive policies, focusing on adapting to a low fertility society(e.g., university structural reform, reduction of the number of teachers, consolidation of schools, and complexation of school facilities), and active policies, aimed at raising fertility rates(e.g., expanding care supply and supporting education expenses). However, it was found that the intervention effect of the education policy in response to low fertility was limited due to problems such as lack of consideration of key factors of low fertility, such as the burden of private education expenses, or unintended negative results such as a decrease in the quality of the educational environment were found in the policy execution process. Based on these research results, the matters to be considered in the design and implementation of low fertility education policies were presented as implications.

Regulation of education implementation in Kutai Kartanegara based on education policy

This study examines the legal and regulatory framework that governs the implementation of education in Kutai Kartanegara through education policy. The regency of Kutai Kartanegara, in this case the Regional Government, has implemented various policies in the field of education in Kutai Kartanegara. The research method used in this study is an empirical juridical legal methodology, namely a research method that uses legislative provisions related to research and field research on education implementation policy in Kutai Kartanegara Regency. The results of the study show that the implementation of education policy in the Kutai Kartanegara Regency is carried out in accordance with the powers granted by Law No. 23 of 2014 on Regional Governance. The provision of education is carried out as a mandatory concurrent matter and basic service. This is based on Article 12 paragraph (1) letter a, Law Number 23 of 2014 concerning Regional Government. The implementation of education requires a budget that is used for activities in the context of increasing Human Resources, in line with the mandate set out in Article 31, paragraph (4) of the 1945 Constitution, which states that the State shall give priority to the education budget of not less than twenty per cent of the State revenue and expenditure budget, as well as regional revenue and expenditure budgets, to meet the needs of national education. The Education Policy in Kutai Kartanegara, in this case, is based on the Kutai Kartanegara Regency Government’s commitment to increasing human resources through education, especially formal education, which seeks to determine the education budget allocation of 20 % of the Regional Revenue and Expenditure Budget (APBD).

Impact of Teacher Professional Development on Student Learning at Secondary Level

Abstract: In this paper we discuss about a study on impact of teacher professional development on student learning at secondary level. In a world where teachers are required to become ‘high-level knowledge workers’, the emergence of the school as learning organization is vital. In this context, the aim of this systematic review was to explore what comprises effective professional development for educators: i.e. what forms of teacher professional development definitively lead to positive outcomes for students? The NEP-2020 provides for a comprehensive, sustainable and reformative roadmap for a paradigm shift in the entire education system in the country, and is culturally grounded, is geared toward quality transformation, and is internationally competitive. Teacher professional development involves a continuous process of reflection, learning and further a teacher’s knowledge and skills, leading to enhanced teaching practices that positively impact on student’s learning. A teacher training programme provides teachers with skills and current pedagogy practices to help them connect with, manage, and educate their students in a way that ensures all students are learning and benefiting. A teacher professional development provides teachers with technical help to educate them and further train them in specialized areas. It also provides them with an in-depth understanding of how teacher training affects student learning. When executed properly and with the appropriate material, teacher development programmes have the potential to develop teachers to the point where they can favorably affect students not just academically but also socially. Education is the cornerstone of societal development, and at the heart of education is the teacher-student dynamic. The role of teachers extends far beyond imparting knowledge; they shape young minds, inspire curiosity, and foster a love for learning. Teachers are an important element of the education system and play an important role in the effective development and implementation of educational policies. Teacher training is not a one-time event; it is an ongoing process that encourages continuous professional development. Educators who engage in regular training sessions stay abreast of the latest educational research, methodologies, and best practices. This commitment to lifelong learning ensures that teachers remain effective and adaptable throughout their careers, positively impacting student outcomes. Teachers may have a significant influence on students and push them to stay on track during their formative years. Students who see their teachers as role models achieve extraordinary results.

Does extending school time reduce the juvenile pregnancy rate? A longitudinal analysis of Ceará State (Brazil)

PurposeAdolescent pregnancy stands as a societal challenge, compelling young individuals to prematurely discontinue their education. Conversely, an expansion of high school education can potentially diminish rates of adolescent pregnancy, given that educational attainment stands as the foremost risk factor influencing sexual initiation, the use of contraceptive methods during initial sexual encounters and fertility. The aim of this paper is to analyze the impact of the implementation of the public educational policy introducing full-time schools (FTS) for high schools in the state of Ceará, Brazil, on early pregnancy rates.Design/methodology/approachUsing the difference-in-differences method with multiple time periods, we measured the average effect of this staggered treatment on the treated municipalities.FindingsThe main result indicates a reduction of 0.849 percentage points in the teenage pregnancy rate. Concerning dynamic effects, the establishment of FTS in treated municipalities results in a 1.183–1.953 percentage point decrease in teenage pregnancy rates, depending on the timing of exposure. We explored heterogeneous effects within socioeconomically vulnerable municipalities, yet discerned no impact on this group. Rigorous tests confirm the robustness of the results.Originality/valueThis paper aims to contribute to: (1) the consolidation of research on the subject, given the absence of such research in Brazil to the best of our knowledge; (2) the advancement and analysis of evidence-based public policy and (3) the utilization of novel longitudinal data and methodology to evaluate adolescent pregnancy rates.

Character Development of Students in Public High School 4 Surabaya Through The Role of School Culture and Parenting Style

This study aims to explore the influence of school culture and parenting on students' character building at SMA Negeri 4 Surabaya. School culture, based on ethical and moral values as the main pillars, creates a supportive environment for students' character development. Parenting, which includes attention, emotional support, and open communication, is identified as a crucial factor to shape students' character. The two independent variables determining student character will be the focus of this study. With a quantitative approach using the regression analysis method, this study proves that school culture and parenting significantly contribute to students' character formation. The findings of this study provide a strong theoretical basis and have practical implications for educational policy development. This study provides guidance for schools and parents to design educational strategies to support students' positive development. The conclusions of this study provide a foundation for the implementation of educational policies that support students' character at SMA Negeri 4 Surabaya.

Does Education Predict Women’s Use of Unsustainable Biomass Cooking Technologies? Evidence from a Natural Experiment

<p class="MsoNormal" style="margin-top: 10pt; text-align: justify;"><span lang="EN-US" style="font-family: 'times new roman', times, serif; font-size: 14pt;">In developing countries, the dependence on traditional biomass for domestic energy consumption is one of the major causes of deforestation and environmental poverty. This paper investigates the impact of women’s education on the probability of using Unsustainable Biomass Cooking Technologies (UBCT) as the household main fuel of cooking instead of clean energy. Combining data from four rounds of Nigeria DHS conducted between 2003 and 2018, we take advantage of a natural experiment, the implementation of Uni-versal Primary Education policies in 1970, to obtain an exogenous variation in women’s education levels. Using an instrumental variable approach to control for the endogeneity issues, we find that women with higher levels of education are less likely to use UBCT as their primary source of cooking. This result implies that environmental policies in developing countries should rely not only on income transfers policies as suggested in the literature but also on increasing women's human capital to reduce women’s dependence on unsustainable biomass cooking practices.</span></p>

Causes and Ways of Relieving Parents' Anxiety Under the Double Reduction Policy

With the continuous implementation of the nine-year compulsory education policy, parents are increasingly anxious about their children's education. According to the analysis of various existing situations, parents' anxiety is still in a very serious degree, and it is urgent to understand and analyze parents' anxiety. On this basis, through the research review and analysis of different literatures, this paper makes an in-depth analysis, clarifies the internal logic of parental anxiety, and understands the different internal and external factors that lead to parental anxiety. Internal factors are due to parents' worries about their children's education, their worries about their children's future and the success of their education. Not only that, parents' comparison psychology, fear of policy uncertainty, as well as parents' own age and cultural background and other factors concentrate on the internal factors of parents' anxiety. From the external point of view, with the actual situation has been changing the education policy, the current social tension employment situation, the influence of traditional concepts and social public opinion, and the uneven distribution pattern of education resources have further deepened the anxiety of parents. In addition, the reform form of cram school is not optimistic, the influence of parents' education of children around them and the unsatisfactory home-school cooperation have also made parents' anxiety gradually become diversified and complicated. Parents need to change their concept of education, regain confidence in their children's education, change the way of education and use advanced network technology to build home-school cooperation.

New Dimension in Evaluation System in Secondary Level: NEP 2020

The Government of India developed the National Policy on Education (NPE) with the goal of encouraging education among Indians. India's policies span both rural and urban areas for primary education through college. Prime Ministers Indira Gandhi (1968), Rajiv Gandhi (1986), and Narendra Modi (2020) issued the first and second NPEs on behalf of the Indian government, respectively.
 The National Education Policy of India 2020 (NEP2020), approved by the Union Cabinet of India on 29 July 2020, outline the vision of the new education system of India. The recommendations of an expert committee led by Dr. Kasturirangan, the former chairman of the Indian Space Research Organization (ISRO), served as the foundation for the New Education Policy.It takes the place of the earlier 1986 National Policy on Education. The policy aims to establish an education system that is deeply ingrained in Indian culture and immediately contributes to the country's transformation by offering top-notch education to all, positioning India as a global leader in knowledge.
 This paper mainly focuses on NEP 2020 and evaluation system in secondary level. This paper also outlines the salient features of NEP and how they affect the existing education system.
 Education is a concurrent subject, so for the successful implementation of the new education policy the state and the Centre have to come forward accordingly. Timely infusion of necessary resources viz. human, infrastructural, and financial should be taken care of both central and state level for satisfactory implementation of the new education policy. It is hoped that the new evaluation system will play a more important role in education in the future.

Drivers of Pro-Ecological Behaviour Norms among Environmentalists, Hunters and the General Public

The processes of industrialisation and urbanisation have substantially severed our connection with nature, causing detrimental effects on our ecosystems that underline the urgent necessity for sustainability-driven transformations. However, the dedication to sustainable practices depends on various factors and differs among different groups. This study employs the Value–Belief–Norm Theory of Environmentalism to investigate the impact of the New Ecological Paradigm (NEP), Connectedness to Nature (CNS), agricultural land stewardship, age and gender identity on pro-ecological personal norms. Data collection took place in Malta, an island state characterised by competing pressures over its land use. To encompass diverse group viewpoints, purposive sampling techniques were utilised, engaging environmentalists, hunters, and representatives from the general public. The findings obtained from hierarchical multiple regression analysis highlight a noteworthy positive impact of NEP, CNS, agricultural land stewardship, and age, which collectively explain 40% of the variance in pro-ecological personal norms. The identification of these drivers can provide directions for facilitating the implementation of educational, environmental and legislative policies that can help nurture and foster a sustainable relationship between humans and nature.

Education in the prison system: an analysis of the Amazonas prison system

This study investigates the effectiveness of public education policies for people deprived of their liberty in the state of Amazonas, in the context of a systemic crisis recognized by the Federal Supreme Court (STF) as an unconstitutional state of affairs. The research was motivated by the need to examine the strategies implemented to tackle the widespread violations of fundamental rights within the prison system, with a special focus on education as a means of resocialization. The central objective was to evaluate the implementation and effectiveness of public education policies aimed at inmates and former inmates, with a focus on the state education plan for the Amazonas prison system. Using documentary analysis and a literature review, as well as statistical data provided by the National Penitentiary Department (DEPEN), this study identified significant advances in the provision of educational activities, evidenced by the increase in the number of inmates engaged in educational programs. However, the research revealed important gaps, such as the lack of precise indicators for evaluating policies and the need to guarantee the quality of the education offered. It was concluded that, despite quantitative progress, qualitative and strategic improvements are needed if education in the prison system is to effectively promote the resocialization and social reintegration of individuals. Future research suggests analyzing the impact of these policies on reducing recidivism and improving the quality of life of inmates, as well as comparing educational practices between different states to identify successful models.

IMPACT OF THE NEW EDUCATION POLICY ON JOB SATISFACTION AMONG COLLEGE TEACHERS

The purpose of the study was to explore the job satisfaction of college teachers in the era of the New Education Policy. The education landscape is ever-evolving, and policy changes play a pivotal role in shaping the experiences of educators. The implementation of a new education policy marks a significant shift in the way academic institutions operate. As educational systems transform, such as the implementation of a new policy, it is imperative to investigate the effects on the individuals directly involved in its execution. In this context, college teachers play a pivotal role in shaping the educational landscape, and their job satisfaction is crucial for fostering a positive learning environment. This study aims to investigate the impact of the recently introduced education policy on job satisfaction among college teachers and to assess the specific ways in which the new education policy influences various aspects of job satisfaction among college teachers, including workload, professional development opportunities, teaching methodologies, and overall job contentment. Understanding the impact of the new education policy on job satisfaction is crucial for fostering a positive and conducive working environment for college teachers.
 The findings of this research are expected to contribute valuable insights to educational policymakers, administrators, and educators, facilitating informed decision-making to enhance the overall quality of education and the professional lives of college teachers. As educational institutions continue to adapt to the evolving landscape, this study provides a timely exploration of the intricate relationship between policy changes and the job satisfaction of those at the forefront of the teaching profession.

COVID-19 and child education outcomes in Southern Ghana

This study analyses the effects of the COVID-19 pandemic on child education outcomes by providing evidence on the gendered dimension, determinants and coping measures of informal households in Southern Ghana. We rely on a face-to-face interview undertaken in January 2022 (i.e., approximately 2 years after the beginning of the pandemic) involving 761 students across basic and secondary schools from 10 metropolitan, municipality and district assemblies (MMDAs) in the Greater Accra region of Ghana. We document several disruptions to child education outcomes such as learning practices, school attendance, class participation and academic performance. The results also showed that per child education expenditure incurred due to the COVID-19 pandemic by the informal households was GHS305 (US$ 49). Additionally, we assess the correlates of the negative effects on academic performance and COVID-19 related education expenditure as a result of coping measures. Our results from Ordinary Least Squares (OLS) show strong association between participation in online classes, age of students, ownership of television and district of residence on COVID-19 related education expenditure. Results from Logit models show that self-reported negative effects of COVID-19 pandemic on academic performance are affected by gender and age of student, distance to market and location of residence. Interestingly, we also found considerable gendered heterogeneity for the predictors of the COVID-19 pandemic on child education outcomes. We conclude that the COVID-19 pandemic and the associated countermeasures had negative effects on child education outcomes, and that informal households incurred considerable costs in attempting to address the associated education challenges in Southern Ghana. The findings have implications on the design and implementation of educational policies and programs to address the long-term effects of the COVID-19 pandemic on child education outcomes in developing countries.

Balancing control and legitimacy in higher education policy implementation

A key policy challenge in establishing new universities is the potential risk of lower academic standards and mission drift, which can affect policy effectiveness and outcomes. While regulation and funding tend to be preferred policy instruments for securing control of higher education expansion and achieving policy objectives, this article reports on a nation-wide reform in which various forms of legitimacy and control were actively used as measures in the design and establishment of almost one hundred new elite universities – the Institutes of National Importance (INIs) – in India. Our theoretical framework is based on the need for reinvention in policy design in higher education, that is based on the possible cross-fertilisation between the field of public administration and organisational theory. Through a mixed-method research design that included archival documents related to higher education reform and case studies of seven new INIs, this article demonstrates how ‘soft instruments’ based on legitimacy may align public policy objectives and stakeholder expectations ensuring quality and mission sustainability of new universities. We suggest that institutional and instrumental dimensions related to legitimacy and control can be integrated into a joint theoretical framework for policy implementation in higher education. We inform higher education policy by uncovering a range of legitimacy-based policy options in higher education, including the significance of reputation, national classification schemes, and organisational archetypes, that can be operationalised to minimise mission divergence.

Sustaining Regional Equality and Interdisciplinary integration of Arts and Sciences through Creativity Research in STEAM Education Systems

STEAM education system is largely being incorporated within different countries to develop creativity and problemsolving skills among the students. This study has also focused on sustaining regional equality and interdisciplinary integration of arts and sciences via creativity research in STEAM education systems. For this study, the qualitative data was collected from 12 science teachers working in different Chinese high schools. Thematic analysis was used for analyzing the collected interview transcripts. Four important themes were formulated which include (a) STEAM Education System, (b) Creativity in STEAM Education System, (c) STEAM Education System Issues and (d) Recommendations for STEAM Education System. The results obtained from this study showed that STEAM education system helps in encouraging student engagement, following interdisciplinary integration of arts and sciences. However, regional inequality in China prevents effective accessibility and quality of STEAM education in rural regions of the country, emphasizing the development and implementation of effective educational and regional policies. This study has also provided different practical and theoretical implications within the context of STEAM education systems.