Implementation Of Education Policy Research Articles

The Implementation of Education Policy in the Development of Islamic Religious Education in Industrial Revolution Era 4.0

The implementation of Islamic school management policies is important, keep in mind that there are still many educational issues of concern, especially regarding ethics and other values. The training strategy adds to the improvements in the implementation of the main Islamic Religious Education (PAI) learning. This research is expected to find out how the implementation of policies regarding the establishment of Islamic schools is carried out in the 4.0 era. Research attempts to reveal instructional arrangements in improving PAI learning in the 4.0 era which have been carried out by involving a subjective approach as a method of checking to produce information that has novelty. This research method uses a qualitative descriptive approach with literature study. As a result, the transformation of Islamic education is used to find a way out of the problems that occur, thus strengthening Islamic educational institutions and the need for quality management quality improvements, effective leadership, and the need to reform educational policies, so that they are able to compete and the results can create creative, innovative, possessing human beings. Good character, independence, love for the motherland and religion in order to become a stronghold in the era of the industrial revolution 4.0 where in this era human resources are required to be fast, precise, attractive and productive. Implementasi penerapan kebijakan pengelolaan sekolah Islam penting, mengingat masih banyak masalah pendidikan yang memperihatinkan terutama tentang etika dan tata nila lainnya. Strategi pelatihan menambah perbaikan dalam implementasi pembelajaran Pendidikan Agama Islam (PAI) yang utama. Penelitian ini diharapkan dapat menemukan bagaimana pelaksanaan implementasi kebijakan mengenai pendirian sekolah Islam di era 4.0. Penelitian berusaha mengungkapkan penyusunan instruksional dalam peningkatan pembelajaran PAI di era 4.0 yang telah dilakukan dengan melibatkan pendekatan subjektif sebagai metode pemeriksaan menghasilkan informasi yang memiliki kebaruan. Metode penelitian ini menggunakan pendekatan diskriptif kualitatif dengan studi pustaka. Hasilnya pentransformasian pendidikan Islam digunakan untuk menemukan jalan keluar dari masalah yang terjadi, sehingga menguatkan lembaga pendidikan Islam serta diperlukannya perbaikan kualitas manajemen yang bermutu, kepemimpinan yang efektif, serta perlunya mereformasi kebijakan pendidikan, sehingga mampu bersaing dan hasilnya dapat mewujudkan manusia kreatif, inovatif, memiliki karakter baik, mandiri, cinta tanah air dan religius guna menjadi benteng di era revolusi industri 4.0 yang mana dalam era ini sumber daya manusia dituntut menjadi sumber daya cepat, tepat, menarik, dan produktif.

Impact of the Preliminary Education Policy on North Central Region of Nigeria Primary School System

The study was carried out to investigate the impact of the preliminary education policy on the primary school system of the North Central region of Nigeria. The study aimed to advance the understanding of the perceived impact of preliminary education policy implementation on the primary school system. The research question focused on the perception of key stakeholders’ that could improve the full participation and facilitate the establishment of more quality primary schools in the region. A case study was employed with a purposeful sample of 16 semi-structured interviews which included combination of parents or guardians, preschool heads, primary school principals, and officials from the region. Themes were extracted through descriptive coding regarding the preschool education policy’s perceived strengths and opportunities for improvement from collected data transcripts. The emergent themes from the study included equality and social justice, education for all, and school readiness for next level. The results point to the need for collaboration and active participation of all key stakeholders towards effective preliminary education policy implementation.

Analisis Sistem Pembelajaran Daring Berbasis Gamification Collaboration untuk Mendukung Merdeka Belajar Menggunakan Octalysis Framework

The COVID-19 pandemic has had a major impact on many things. Education, which is one of the important aspects in supporting human life, also felt the impact of the pandemic. Based on Circular Letter Number 4 of 2020 concerning the Implementation of Education Policies during the emergency period of the spread of COVID-19, the government has a policy that face-to-face education is not allowed to be carried out. Therefore, the world of education began to implement distance learning or e-Learning. In addition to how to teach and learn, there are other things that need to be considered for the success of the process. Another thing is student learning motivation. Changes in the teaching and learning process also have an impact on student learning motivation. In this study, a questionnaire has been distributed to find out the core drive of student learning motivation. Based on a questionnaire that has been filled out by 167 respondents, the core drive that influences students' learning motivation is at a high level. This indicates that the level of student learning motivation during the COVID-19 pandemic is still high.

The Implementation of Education Policy in the Development of Islamic Religious Education in the Industrial Revolution Era 4.0

The Implementation of Education Policy in the Development of Islamic Religious Education in the Industrial Revolution Era 4.0

Leading institutional policy implementation: Negotiating the complexities of policy implementation in higher education in the UAE.

While it is widely understood that assessment policy and its implementation by actors profoundly affect the quality of student learning in higher education, there is a dearth of research highlighting the institutional factors that influence policy implementation in today’s globalized world. Although leadership is an often-cited factor influencing policy implementation, it is not well understood in the United Arab Emirates (UAE) and the Middle East. This paper discusses a qualitative case study that explored how leadership negotiates institutional factors and influences actors’ implementation of assessment in a Health Sciences department in an institution in the UAE. Adopting Hans Bresser’s (2004) Contextual Interaction Theory (CIT) as an empirically-based conceptual framework, the case study examined how institutional factors and leadership influence motivation, cognition, and power/capacity in a UAE institution. Data were collected from semi-structured interviews with key informants in a Health Sciences department and internal and external policy documentation. Findings indicated that the policy design and the institution’s top-down approach to governance influenced leaders’ implementation of assessment policy in particular ways. In addition, the institutional culture of change and the sizable multi-campus structure impacted the department's policy and leaders’ assessment implementation. Finally, there were findings on the nature of leadership and the nuances of supporting and influencing policy implementation that was contextualized in UAE society. The study results offer policymakers, institutional leaders, and department-level leaders (department and program leaders) a deeper understanding of how system-level influences impact policy implementation.

The (re)interpretation and implementation of educational citizenship policies by teachers

Resumo Esta investigação visa compreender de que forma os professores do 1º Ciclo do Ensino Básico (EB) implementam as políticas educativas de cidadania delineadas nos documentos oficiais. Assim, analisaram-se os textos legais e as orientações do Ministério da Educação português e da União Europeia, que definem as políticas de Educação para a cidadania, que têm servido de guia para os professores educarem para a/e na cidadania no EB. Os dados obtidos por meio de questionários disponibilizados on-line, respondidos por 109 professores com idades entre 23 e 63 anos, permitiram concluir que há grande variedade nos temas abordados e nas estratégias de ensino. A Educação Ambiental e as regras da convivência interpessoal foram os domínios mais referenciados. Referências a ações solidárias na comunidade e o estabelecimento de regras de convivência interpessoal constituíram práticas pedagógicas que remetem para uma conceção atual de cidadania.

Slicing the onion: reflections and projections on language education policy in the Caribbean

Abstract The history of plantation slavery and European colonization in the Caribbean has left in its wake a rich and complex linguistic landscape, a colonial education structure, and a set of contradictory (creole/colonial) identities and language attitudes that make it fertile ground for a critical examination of language education policy development in the region. Using Jamaica, a former British colony as an illustrative case, this article takes a critical look at the historical and current framing and development of the multilayered “onion” that is language education policy in the Caribbean – a uniquely creole/colonial region with conflicting language ideologies. I examine the goals, actors, processes, and challenges and possibilities of LEP implementation (Nero, Shondel. 2018. Challenges of language education policy development and implementation in Creole-speaking contexts. In Jodi Crandall & Kathleen Bailey (eds.), Global perspectives on language education policies, 205–218. New York: Routledge and TIRF – The International Research Foundation), and also look ahead, recommending ways that we might craft viable 21st century education and LEP goals for the Caribbean and other former colonies around the world, given their colonial legacy and transnational present and future.

Implementasi Peraturan Menteri Agama Nomor 31 Tahun 2020 Tentang Pendidikan Pesantren (Studi Kebijakan Pembelajaran Ilmu Nahwu Shorof Di Pondok Pesantren Subulus Salam Trenggalek)

Pesantren education is very core and mandatory in relation to religious knowledge. For this reason, the Minister of Religion Regulation Number 31 of 2020 concerning Islamic Boarding Schools was issued which specifically regulates the course of education in an Islamic boarding school. Islamic boarding schools themselves use the yellow book curriculum and the Koran as their main educational foundation, but currently there are also Islamic boarding schools that have implemented general education in their pesantren. At the Subulus Salam Trenggalek Islamic Boarding School, it is mandatory to learn comprehensive nahwu shorof science from the lower middle class to the upper class. The Subulus Salam Trenggalek Islamic Boarding School itself has also implemented formal education to support student learning, such as PAUD, Raudlatul Athfal, Marosah Ibtida'iyah, Islamic Junior High School, Equality Package B and Package C, and also the Orphanage. This research approach is descriptive qualitative. The data in this study consisted of primary data obtained from interviews and secondary data obtained from documentation, archives, literature, and books related to the research focus. Data collection techniques used in the form of interviews, observations, and documentation as well as several supporting tools such as interview guidelines and other supporting tools. Data analysis techniques are carried out through the process of collecting data, presenting data, and drawing conclusions. This study was conducted to describe the implementation of the nahwu shorof science education policy in the subulus salam trenggalek Islamic boarding school. The results of this study indicate that the implementation of the Nahwu Shorof Science Learning Policy at the Subulus Salam Trenggalek Islamic Boarding School was carried out well but could not be optimal because there were still several obstacles. Therefore, maximum effort is needed in providing education with good cooperation and coordination between policy makers and policy implementers.

Implementasi Peraturan Menteri Agama Nomor 31 Tahun 2020 Tentang Pendidikan Pesantren (Studi Kebijakan Pembelajaran Ilmu Nahwu Shorof Di Pondok Pesantren Subulus Salam Trenggalek)

Pesantren education is very core and mandatory in relation to religious knowledge. For this reason, the Minister of Religion Regulation Number 31 of 2020 concerning Islamic Boarding Schools was issued which specifically regulates the course of education in an Islamic boarding school. Islamic boarding schools themselves use the yellow book curriculum and the Koran as their main educational foundation, but currently there are also Islamic boarding schools that have implemented general education in their pesantren. At the Subulus Salam Trenggalek Islamic Boarding School, it is mandatory to learn comprehensive nahwu shorof science from the lower middle class to the upper class. The Subulus Salam Trenggalek Islamic Boarding School itself has also implemented formal education to support student learning, such as PAUD, Raudlatul Athfal, Marosah Ibtida'iyah, Islamic Junior High School, Equality Package B and Package C, and also the Orphanage.
 This research approach is descriptive qualitative. The data in this study consisted of primary data obtained from interviews and secondary data obtained from documentation, archives, literature, and books related to the research focus. Data collection techniques used in the form of interviews, observations, and documentation as well as several supporting tools such as interview guidelines and other supporting tools. Data analysis techniques are carried out through the process of collecting data, presenting data, and drawing conclusions.
 This study was conducted to describe the implementation of the nahwu shorof science education policy in the subulus salam trenggalek Islamic boarding school. The results of this study indicate that the implementation of the Nahwu Shorof Science Learning Policy at the Subulus Salam Trenggalek Islamic Boarding School was carried out well but could not be optimal because there were still several obstacles. Therefore, maximum effort is needed in providing education with good cooperation and coordination between policy makers and policy implementers.

The Challenges Faced in Implementing Fee-Free Education Policy for Secondary Schools in Tanzania: The Case of Morogoro Municipality

The study on the effectiveness of the free education policy in Tanzania was conducted in fee-free secondary schools in Morogoro municipality. The study was guided by three specific objectives; investigate the implementation of the free education policy in Morogoro municipality, examine challenges facing the implementation of the free education policy in Morogoro municipality and recommend methods for the effective implementation of free education policy in Morogoro municipality. The data were collected by using interviews, questionnaires, and documentary reviews. The study indicated that stakeholders were involved in the implementation of FFE in many ways including educating parents, students, and the community concerning the innovation, encouraging parents to send their children to school, making sure that fee is not paid in schools, and improving the academic performance of students. Stakeholders were satisfied with the introduction of FFE because it has provided relief in terms of education costs to parents and guardians. The study also revealed changes due to the implementation of FFE in Morogoro municipality. The changes include an increase in students’ enrolment, attendance in schools, demands of capitation grants in schools, supply of teaching materials than before, school services and buildings, and opportunities for parents and guardians to engage in social and economic activities. For proper performance of students in schools and provision of FFE, there is a need for the government to improve the modality and amount of funds allocated to run schools. The study recommended an increase in community participation and minimising challenges in school-related activities of implementing FFE, their students (??) and the community on the concept of FFE. In ensuring the commitment of teachers and heads of schools to implement FFE in schools, the working conditions should be improved by remunerating teachers properly, building houses for teachers, ensuring transport for students and teachers, establishing sanitary services, ensuring in-service teachers training, and availing them with teaching resources. In eliminating the big teacher-student ratio and shortage of teachers in schools, the government and non-governmental organisations should strive to train new teachers and employ them in schools. The quality assurance and monitoring department in the district should be supported to visit schools regularly. Their regular visits are expected to provide support to teachers and schools in terms of technical and professional challenges in teaching and operation of the school.

Social Entrepreneurship in Higher Education Institutions in Malaysia: Conceptual Framework

The implementation of educational policies is often related to entrepreneurs. Social entrepreneurship policies have become the newest phenomenon in Malaysia in the country's attempts to reduce and eradicate poverty. Until today, there is limited knowledge on how social entrepreneurship can become a catalyst for a community's economic advancement and closing the social gaps within the society. This paper aims to explain further and provide knowledge regarding social entrepreneurship as a strategy to enhance national higher education policies. Through extensive literature analysis, social entrepreneurship is placed within the context of higher education institutions in implementing ethical and moral values. This conceptual framework encompasses the concept of economic development, social development of a community, social entrepreneurship principles, the less fortunate, and the role of the suggested higher education institution. This paper will contribute to future literature regarding social entrepreneurship and can help the entrepreneurial system as they establish social enterprises based on real solutions for communities. The results of this research are expected to assist various parties, such as academics, policymakers, social entrepreneurs, government and private companies, and the community, in better understanding social entrepreneurship. It will also spread the impact of social entrepreneurship into the existing social entrepreneurial education system in Malaysia. Therefore, the discussions around the social entrepreneurship model will measure whether social entrepreneurship has been carried out to its fullest according to the fundamental concept of overcoming and helping solve social problems, exceptionally the less fortunate.

‘It’s really good medicine, Séliš (Salish)’: partnering to prioritise language and allyship in Indigenous education policy implementation

ABSTRACT In the United States, state-level Indigenous education policies represent common political tools that generally aim to move extant schooling systems toward increased inclusiveness. Montana’s state law (Indian Education for All (IEFA)) is relatively robust, yet actual implementation is ad hoc and uneven. In this study, we examine a collaborative effort focused on language, namely Séliš (Salish), which has always been systematically excluded from this district. A Séliš language instructor guided a class of non-Indigenous second-grade students through lessons over Zoom while the classroom teacher mediated and co-facilitated the learning activities. A university-based education professor supported the partnership relationally and conceptually. This qualitative study was guided by Indigenous education frameworks and draws upon interviews, emails, and objects/photos as data sources. We investigated educators’ perspectives on the partnership-building process as well as impact. Our findings highlight how the educators came together around intersecting goals, developed curricular experiences, and engaged in complex relational work. Educators reflected on students’ growth in: Séliš proficiency, interest in Indigenous culture, and commitment to learning Séliš as a civic action. Notably, they also experienced joy–relishing in the language alongside peers and educators. This study highlights key school-community-university collaborative practices and curricula that can foster deeper policy implementation.

Investigating the Education Policy Implementation of Excellent Teacher Plan for Teacher Education Sustainability in China: Challenges and Strategies

This study explores the challenges and strategies of education policy implementation of the Excellent Teacher Plan for teacher education sustainability in China. We conduct 36 interviews at one key national, normal university within two campuses, including deans, administers and teachers. It is found that it is difficult to accurately select students who are truly happy and suitable for teaching. The synergy of academy education needs to be further improved. The low comprehensive quality of students leads to the prominent difficulty of training. The guidance and strength of post-employment security policy are still unclear. It is suggested that we should strengthen public publicity and call for greater autonomy in enrollment; establish a collaborative training system and standardize the operation mechanism of the academy system; promote the quality and increment of teaching and balance the cultivation of various types of students; and clarify the post-employment development policy and improve the graduate security system. In addition, the conclusion is offered last.

A Reflexive Critique of Inclusive Education Policy and Practice in South Africa: Towards a Decolonising, Transformative Praxis

Inclusive education is an agenda that emanated from the Global North, and had as its imperative the eradication of discriminatory policies and practices that prevent some children from accessing a quality education. In recent years, it has increasingly been argued by scholars in the Global South that the supremacy of Eurocentric knowledge, theory, values, and practices informing inclusive education needs to be disrupted. In South Africa, decolonisation is emerging as a constructive frame for critiquing inclusive education policy and practices, and for informing the agenda of transformation in educational institutions. By undertaking a systematic review of research on the implementation of inclusive education in South Africa, this article explores the question of how the debate can be shifted from traditional theoretical discussions on special education versus inclusive education to a focus on the practicality of inclusive education policy implementation within specific cultural historical contexts in South Africa. Possibilities for reimagining inclusive education policy and practice in schooling contexts are explored through a decolonising, equity-oriented, social justice lens. The key message is that transformative inclusive education is an education reform agenda that requires all educational institutions and social actors to embrace socially just, inclusive values and ideologies; new thinking and belief systems that reflect a commitment to educational access, participation, and quality education for all learners; democratic patterns of decision-making and leadership; and a school culture and ethos reflective of the African philosophy of ubuntu.

Implementasi dan Relevansi Kebijakan Dalam Pemerataan Pendidikan: Studi Literatur Pelayanan Publik

Every development of a country inevitably goes through a series of policies that must be implemented, including in the field of education. This study aims to collect evidence from scientific studies on the suitability of educational policy formulation with actual implementation. A series of related literature searches across various journals, publications, books and websites actively addresses educational policy and practice issues to support this research. We can use this data as study data after going through a series of studies related to the critical assessment data coding system and conclude after an in-depth interpretation of the data using a phenomenological approach. The data is completely valid and up-to-date. Based on the results of the research and discussion of this research, it can be concluded that the implementation of education policy is an action that is closely related to the way education is carried out with full responsibility, accountability in accordance with its duties. programmed by the constitution to improve the quality and accountability of education. The results of this study are expected to be an important input for efforts to develop similar research in future research activities.

Nuts and Bolts of Educational Policy and Educational Governance: Unpacking the Nexus between the Two through a Holistic Educational Policy-Governance Approach

Abstract: Just like that ancient riddle about who came first between the egg and the chicken, researchers interested in educational policy and educational governance keep arguing whether educational policies guide institutional governance or institutional governance controls educational policy formation, implementation, and reform. Although there is consensus about the interconnectedness between the two, controversies about their roles in each other’s establishment and functioning continue to surface in literature on the topics and researchers remain interested in investigating the nexus between them. However, there is still confusion about what to consider when performing an educational policy-governance analysis. This paper discusses the relationship between educational policy and educational governance, and the debates surrounding their influence on each other. The findings of our literature review reveal that whether it is educational policy or governance, they can be categorized into three levels (top-down, bottom-up and middle-out) in terms of planning, implementation and review. Although traditional educational policy-governance analysis that usually focuses on one of the three levels may help understand each level separately, this paper proposes a holistic educational policy-governance approach (HEPGA) that can be useful in considering the complexity, interconnectedness and collectivism that characterize contemporary educational policy-governance practices.

Examining the implementation of language education policies in mainstream primary schools

Examining the implementation of language education policies in mainstream primary schools

Reframing policy trajectory for inclusive education in Malawi

This qualitative study proffers ways of reframing the policy trajectory for inclusive education in Malawi. The study involved a document review of inclusive education policies and strategies and in-depth semi-structured interviews with mainstream teachers at a secondary school in Malawi. The results from the document review show that the framing of the education policies and strategies regarding inclusive education pedagogy as an educational practice is influenced solely by learners' cognitive proficiencies. However, the analysis of the semi-structured interviews points towards multi-scalar pedagogical responses to inclusive education. Therefore, I argue that the framing of inclusive education policies and strategies ignores crucial interactive schooling systems such as the onto-pedagogical framings of mainstream teachers and specialists that shape pedagogy in the context of inclusivity. The study concludes that inclusive education policy formulation and implementation requires interactions among and across schooling systems, such as mainstream and specialist teachers, and not merely attending to the epistemological needs of learners. I recommend a bio-ecological systems policy reframing that could help the Malawian and other southern African education systems to use different factors that influence inclusive education.

LIBERALISM AS A SOCIO-PHILOSOPHICAL IDEA AND EDUCATIONAL PRACTICE

The article is devoted to defining the main socio-philosophical views on liberalism and libertarianism in the scientific discourse of political and social philosophy; highlighting the process of integration of the main liberal ideas into Ukrainian educational policy and implementation of liberal provisions in practice; investigating the origins of social and political ideas of modern liberalism and describing its conceptual positions, forms and types. The study identified liberal principles, compared liberal principles in relation to the Ukrainian education system and identified horizontal interconnections of educational institutions in the implementation of liberal ideas in education policy. As a result of scientific exploration, it was determined that education as a socio-cultural phenomenon is in the focus of constant attention and an important role in the planning and implementation of state educational policy is played by historical experience, the political structure of the state and the prevailing socio-political ideas.

Problems of E-Learning During the Covid-19 Pandemic

The learning process in educational institutions during the Covid-19 pandemic has several problems faced. The Ministry of Education and Culture took a firm stance through several circulars related to education policies in the emergency period of the spread of Covid-19. This paper examines the implementation of education policies during the Covid-19 pandemic related to distance learning policies. The distance learning process is a solution which in its implementation has not been optimal as a whole. There are things that must be considered in this distance learning, among others, the quality of teacher resources must be improved, both in terms of content and methodology as well as in terms of the use of information technology. In addition, students are also less active in participating in distance learning, either due to an unstable internet network or in terms of providing limited internet quota. The purpose of writing this article is to learn and understand the problems in learning activities during the pandemic, namely distance learning so that students can follow it actively and interestingly. This study uses a qualitative and observational approach. The results of this study prove that e-learning during the COVID-19 pandemic has caused various responses and changes to system that can affect the learning process and the level of development of students in responding to the material presented.