Implementation Of Education Policy Research Articles

An Analysis of Basic Education Policy Implementation (MI/SD Levels)

Policy analysis does not stop at using various assessment methods to generate and transform information. This study aims to analyze the implementation of basic education policies (SD/MI levels). The research method used in this study is a qualitative study through literature/document studies, namely studies conducted by reviewing documents from both private and public documents such as scientific articles and applicable regulations. In this study, the author takes an inventory of various sources both from books, journals, information from the internet, and related regulations. Various information from the relevant references are then reviewed and analyzed. Policy arguments which are a means to conduct debates on public policy issues, have a minimum of six elements, namely: (1) Policy-relevant information, (2) policy claims, (3) Justification, (4) Support, ( 5) Rebuttal, and (6) Conclusion. Policy arguments are made to serve as guidelines for action, directing activities in educational organizations to achieve the goals that have been set, increasing the validity (dialectical function), optimizing truth conclusions, inviting and influencing other parties to accept arguments.

Coordination of Catholic Education Implementation Policies in North Sulawesi

This study focuses on one aspect of management, namely the Coordination of Policies for the Implementation of Catholic Education in North Sulawesi (a multi-site study at the Catholic Education Foundation of the Diocese of Manado, the Brothers Don Bosco Foundation for the Manado Representative and the Yoseph Yeemye Foundation for the North Sulawesi Representative). The formulation of the research problem is: 1. How is the coordination of policies for the implementation of Catholic education. 2. How to coordinate the implementation of Catholic education policies. 3. What are the internal and external obstacles in policy coordination and coordination of policy implementation for Catholic education in North Sulawesi, as well as solutions. 4. What are the results of the coordination of the implementation of Catholic education policies in the three foundations. This study uses a qualitative approach with a multi-site study design. Data collection techniques include interviews, observation. and documentation. Data analysis includes the process of flow of activities that occur simultaneously, namely data reduction, data presentation, and drawing conclusions. The results of this study indicate: 1. Coordination of policies for the implementation of Catholic education in the three foundations, carried out in a top-down hierarchy, that all regulations originate from the leadership of the hierarchy or institution, which is then forwarded to the leadership of the institution/unit below it; and then disseminated to all staff of the respective foundation employees. 2. Coordination of the implementation of policies for the implementation of Catholic education in the three foundations, always guided by the universal regulations of the Catholic Church, which are concreted through the vision-mission, statutes, or AD-ART, and the strategic plans of each foundation, all of which become the moral strength, in achieving the goal of a plenary Catholic education. 3. The results of the coordination of the implementation of policies on the implementation of catholic education in the three foundations, are determined and promoted by the KWI Education Commission, through the National Council for Catholic Education, the Catholic Education Council of the Diocese, Congregations/Tarekats, through Catholic educational institutions or foundations, with their vision-mission and spirituality with the Statute , its Articles of Association and Bylaws, are harmonized with various government regulations, through a Christian governance management, evangelization in the field of education. 4. Solutions to overcome external and internal constraints in coordinating the implementation of policies for the implementation of Catholic education at the Catholic Education Foundation of the Catholic Diocese of Manado, the Brothers Don Bosco Foundation in Manado, and the Yosep Yeemye Foundation in North Sulawesi. 5. The results of the coordination of the implementation of policies for the implementation of Catholic education at the Catholic Education Foundation of the Catholic Diocese of Manado, the Brothers Don Bosco Foundation of Manado, and the Yosep Yeemye Foundation of North Sulawesi. Keywords: Coordination, Policy and Implementation, Implementation of Catholic Education DOI: 10.7176/JEP/13-30-06 Publication date: October 31 st 2022

IMPLEMANTASI KEBIJAKAN PEMBELAJARAN BERBASIS DARING DI SMP MUHAMMADIYAH KOTA YOGYAKARTA

This study aims to describe and provide advice on the implemen-tation of online-based learning policies at 2 Muhammadiyah Junior High Schools in Yogyakarta City. The research method used is qualitative, which was conducted by observation, interviews, documentation, and data triangulation. The result of the study is that the implementation of educational policies carried out by SMP Muhammadiyah is going well by preparing and carrying out the learning process by planning, organizing, and evaluating all activities carried out. The Ministry of Education and Culture of the Republic of Indonesia issued a Circular on the Implementation of Education Policy in the Emergency Period of the Spread of Coronavirus Disease (COVID-19) concerning the learning process from home which is carried out with the following provisions: (a) Learning from home provide a meaningful learning experience for students, without being burdened with completing the curriculum for grade promotion or graduation; (b) Learning from home can get education in life education; (c) activities and tasks according to their respective interests and conditions, including considering access/facilities for studying at home; (d) Evidence or products of learning activities from home are given qualitative and useful feedback from the teacher, without being required to provide a quantitative score/value.

The Implementation of Distance Higher Education Policy

The policy tools for implementing services for citizens to increase capacity, competence, and qualifications through distance higher education (DHE) are widely accessible. It is however unclear which methods the Government uses and can use to implement these DHE policies operationally for citizens to immediately obtain the benefits. Furthermore, the opportunities for citizens to continue to higher education are limited, as evidenced by the low gross participation rate (APK). This rate is around 34.5% due to factors such as policymakers’ commitment, policy implementers’ ability, inequality of access, and public knowledge about DHE. Information technology is a tool for implementing distance education that has a substantial systemic and constructive impact on dedicated students. It also affects the continuity of the Government, the House of Representatives, and academics.
 Keywords: policy implementation, distance higher education, information technology

Policy implementation in Nigerian higher education: implications for effective management

Policy implementation in Nigerian higher education: implications for effective management

Evaluasi dan Pengembangan Kebijakan Pendidikan Agama Islam (PAI)

The purpose of this study is to determine the evaluation and development of Islamic education policies, to provide input to policy makers to take better steps. Evaluation is to determine the ability of students before taking lessons, as well as determining the field of study or majors that they will choose. Fourth, diagnostic evaluation, which is an evaluation aimed at knowing and analyzing the condition of students, both with regard to the difficulties encountered, as well as the obstacles encountered in teaching and learning activities. The research method used is qualitative with document study. Documents in the form of Regulation of the Minister of Religion, Director General of Education at the Ministry of Religion of the Republic of Indonesia, and Islamic Religious Education policies implemented in Schools/Madrasahs, other documents that support research on the implementation of Islamic Religious Education policies implemented in Madrasas. The results of this study are first, evaluation and development of education, assessment and measurement of all components of education implementation, in the form of improvements and changes that occur in students after they take part in learning. Second, evaluation and development of education in Islam is very necessary, with the aim of providing the best service for students, improving and developing education to suit the times. Third, in terms of objectives, evaluation consists of formative, summative, placement, and diagnostic evaluations. Fourth, evaluation and development must be carried out based on certain conditions and principles so that the evaluation results can be acknowledged as true, and accepted by the parties concerned.
 Keyword: evaluation; policy; education.

Multicultural Education Policies and Connected Ways of Living during COVID-19: Role of Educators as Cultural Transformers

Multicultural education plays a significant role in eliminating prejudices and developing concepts such as tolerance, understanding, respect for differences, and empathy. The northern part of Cyprus exhibits the characteristics of a society that has received increasing numbers of immigrants in recent years, and where the experiences of living together with individuals from different cultures begin to differ rapidly. As a result of increasing immigration to the northern part of Cyprus in recent years and the changing lives based on digitalization, students from different cultures have started to receive education in schools. The aim of this research is to evaluate the multicultural education policies to contribute to the creation and implementation of multicultural education policies according to the results of the evaluation of the role of digital educators in transforming cultures. In addition, the qualitative research model was adopted, and the Case Study pattern was used. The interview technique was used for data collection. The research universe consisted of 31 participants, including teacher training faculty members, administrators, and teachers working in public schools in the 2020–2021 academic year in the northern part of Cyprus. Educators participating in the research expressed more positive views on multiculturalism, multicultural education, and multicultural education.

Pursuing Sustainable Higher Education Admission Policy Reform: Evidence from Stakeholders’ Perceptions in China’s Pilot Provinces

This study aimed to examine sustainable higher-education admission policy reform and stakeholders’ attitudes toward the implementation of a new education policy. We collected 1071 questionnaires exploring stakeholders’ attitudes regarding a new higher-education admission policy. We found that administrators at provincial education bureaus, mangers from admission offices at universities and colleges, and teachers at local high schools held relatively positive attitudes toward the education policy of the new college entrance exam, specifically regarding reform directions, enrollment allocations, examination contents and methods, and means of admission. During the process of implementing the new educational policy, despite encountering some critiques regarding the formation and implementation of the new policy, the general reform direction was positively accepted by administrators, mangers, and teachers at different levels. Moreover, attitudes toward the reform direction and the equity evaluation were positively associated with individuals’ reform engagement. The implications are discussed to illustrate the rationale and context of the implementation of the new policy in contemporary China.

Perceptions of Colombian Teachers about the Didactics of Social Sciences

The article seeks to answer the question about the perceptions that teachers have in training and in practice on the didactics of the social sciences in Colombia. To this end, a method with an interpretative approach with a mixed design is used to integrate the quantitative and qualitative analysis of the data produced on these perceptions in the context of basic and secondary education. The results present from the perceptions of teachers some correlations between the didactics they claim to use and the way in which it is expressed in their pedagogical practice. The conclusions contribute to the design, implementation, and evaluation of educational policies in education, especially those aimed at improving the teaching and learning processes of the social sciences at different educational levels.

Grouping of Student Learning Interest Data after the Pandemic at SMK Abdi Negara Binjai Using the K-Means Algorithm Clustering Method

The online learning system is a learning system without face to face directly between teachers and students but is carried out online using the internet network. This is in accordance with the regulation of the Minister of Education and Culture of the Republic of Indonesia regarding Circular Letter Number 4 of 2020 concerning the Implementation of Educational Policies in the Emergency Period for the Spread of Corona Virus Disease (COVID-19). Abdi Negara Vocational School is one of the schools in Binjai City that carries out offline and online learning for its students, learning began in March 2020 when COVID-19 began to hit Binjai City. The COVID-19 pandemic has had many impacts on the state of society, one of which is in the field of education. All educational institutions are trying hard to maximize their respective ways of learning according to the circumstances of their students. Abdi Negara Vocational School which follows government regulations through the Minister of Education and Culture of the Republic of Indonesia also carries out online learning, with the aim that teachers, staff and students are not infected with COVID-19 and can break the chain of spreading the virus. With these conditions, SMK Abdi Negara Binjai needs to build a system that can classify student learning interests, so that it can be used as material for consideration and evaluation of student learning outcomes. Data grouping can apply the Data Mining process with the K-Means algorithm Clustering method which is a process of processing very large amounts of data using statistical, mathematical methods, to utilizing Artificial Intelligence technology to produce a data group. The system is designed with the MATLAB R2014a programming application, after testing with the system the results are that in group 1 there are 836 data, group 2 there are 178 data and group 3 there are 91 data with a total of 1105 student data from the questionnaire results on August 31, 2022 .

Teachers’ Attitude on Implementing the Free Basic Education in Kiteto District Council, Tanzania

This paper sought to highlight teachers’ attitudes on implementing the Free Basic Education Policy in Kiteto District Council, Tanzania. Data were collected from 169 respondents by using questionnaires and interviews. Data analysis was done by descriptive statistics and content analysis. The findings showed that the teachers generally had positive attitudes towards the implementation of the free basic education policy. In their efforts to implement the policy, the teachers treated the students with passion, listening to students’ problems, encouraging students to participate in implementing the policy and motivating students to study hard to attain their goals. Teachers’ practices included their participation in school decision-making, communicating with parents to encourage them to side school in implementing the free education policy, preparing the learning environment for the implementation of the policy, monitoring, supervising, and distributing teaching/learning materials to students equitably, and supervising students’ academic progress. It was concluded that teachers’ attitude is very important in the implementation of any program or policy in the school. It is recommended to the government that all plans, programs, and policies that are related to education need consultation from the teachers so that they can be sustainable and effective.

La Educación Profesional en la Red Estatal de Educación de Rio Grande do Norte: de la Ley n.º 5.692/1971 al Programa Brasil Profesionalizado

The text presents a reflection about the professional education in the State Education Network of Rio Grande do Norte. The objective is to analyze the offer of this kind of education, since Law number 5.692/1971 since the Professionalized Brazil Program (PBP), in order to consider the development of professional education in the mentioned Network. Methodologically, the research is qualitative, supported by bibliographic research (authors who discuss the theme) and documentary research (laws, decrees, resolutions, reports etc.), having dialectics as the main thread of analysis. The offer of professional education was historicized in the light of the Law number 5.692/1971 and the Law number 9.394/1996 in the State Education Network of Rio Grande do Norte, identifying its specificities. Additionally, we discussed the contribution of the PBP as an inducer of the expansion of enrollment in professional education in the Network. The results point out that since the 1970s the state actions in the epistemic field have been timid; the PBP was decisive in the resumption and expansion of professional education in the Network; and that the State Government has been carrying out actions toward the implementation of a state professional education policy.

Improving the quality of teacher education for sustainable development of Taiwan's education system: A systematic review on the research issues of teacher education after the implementation of 12-year national basic education

In this study, the researchers analyzed the issues in teacher education research after the implementation of the 12-Year Basic Education policy and developed suggestions to improve the quality of teacher education in Taiwan. The researchers used Taiwan's Database of Journal Citations in Science Education to collect studies on teacher education published from 2015 to 2019 and analyzed the issues described therein. Fifteen categories of issues described therein. Regarding our suggestions for future research on teacher education, this study recommends strengthening the body of literature on the following themes: (1) the professional development of preservice teachers, (2) teacher education for special education, (3) quality assurance for teacher education, (4) the career development of preservice teachers, (5) teacher education for experimental education and rural schools, (6) the sociology of teacher education, and (7) the operation of teacher education centers. Our findings may serve as a reference in efforts to improve the quality of teacher education, and promoting the sustainable development of Taiwan's education system.Systematic review registrationhttp://w1.dorise.info/JCSE/.

ASSESSMENT EFFECTIVENESS ANALYSIS SYSTEM USING G-FORM WITH TAM METHOD AT SD GALATIA3 JAKARTA BARAT

In late December 2019 it took the world by storm by transmitting very quickly through the human respiratory tract. Since this happened the World Health Organization (WHO) has stated that Covid-19 is called a pandemic. The Covid-19 outbreak affects almost all aspects of life, including the aspect of education in Indonesia, which is also not spared from the Covid-19 outbreak and also feels the consequences of the spread of the virus. Students feel the impact of the spread of Covid-19 such as changes in the provision of services in educational institutions, such as formal education at all levels, non-formal education, to academics (Baety and Munandar 2021). Based on the announcement of the Ministry of Education and Culture Number 4 of 2020 concerning the Implementation of Education Policies during the Emergency Period of the Spread of the Coronavirus (Covid-19). The government began to implement an online learning system (online). The problem that arises during this online learning period is that there are still many people who are not ready to face technology, both in terms of teachers and students, this happened in the early days of the pandemic. So that the learning process that has been carried out normally, both in terms of teaching and providing assessments, also experiences obstacles. This is because the teaching staff (teachers) always have daily assessment data that is usually carried out daily during normal learning. However, during this PJJ period, teachers became confused about giving daily assessments to their students. The purpose of the research is to analyze and evaluate the online learning system using a platform that is easy to operate by teachers and can be accessed anywhere, namely, google form. In the Google Form application, there is an automatic calculation system in the form of student feedback where teachers do not bother to manually calculate the results of student learning evaluations (Munawaroh, Prastowo, and Nurjanah 2021). The analysis method used is the Technology Acceptance Model (TAM) which is able to find out the attitudes of users towards the technology used, so that teachers can easily find out whether the tasks given to students are done by the students themselves, not the help of parents.

Rozwój kompetencji zarządczych menedżera oświaty w skutecznej organizacji procesu edukacyjnego

The article substantiates the role of improving the managerial competence of the education manager in ensuring the effectiveness of the organization of the educational process. The purpose of the article is to determine the role and importance of managerial competence of the education manager in ensuring the effectiveness of the organization of the educational process. In the process of research, the following methods were used: theoretical analysis – to determine the main conceptual approaches to the development of managerial competence and its role in the organization of the educational process; structuring – in order to identify and characterize the components of management activities; generalization – to formulate conclusions on the pedagogical conditions for the development of managerial competence of the education manager. The managerial competence in the structure of professional activity of the manager of education as possession by the expert of scientifically substantiated means of the decision of administrative problems is defined, the main component of which is the possession of cultural means of identifying and solving organizational and managerial problems. Systematized universal functions (development and management decision making [planning], organization of certain tasks, adjustments, accounting and control) and components of managerial activity (diagnostic, prognostic, projective, organizational, communicative, motivational, emotional-volitional, comparative-evaluative) have been outlined. The pedagogical conditions for the development of managerial competence of education managers are identified: the relationship between the content of improving the management training of education managers with the peculiarities of the implementation of regional educational policy; remote support of the educational process aimed at the development of managerial competence, in which purposeful indirect or partially indirect interaction between the education manager and staff is carried out regardless of their location; building individual educational direction of students, which is carried out on the basis of personality-oriented approach, as well as taking into account professional difficulties and professional needs.

Free and Compulsory Education Policy Implementation; Determining its Relationship with Learners' Entry Behavior in Public Day Secondary Schools in Kitui County, Kenya

Free and Compulsory Education Policy Implementation; Determining its Relationship with Learners' Entry Behavior in Public Day Secondary Schools in Kitui County, Kenya

Free and Compulsory Education Policy Implementation; Determining its Relationship with Learners’ Entry Behavior in Public Day Secondary Schools in Kitui County, Kenya

Although the Government of Kenya has been boosting effort in implementing free and compulsory education policy, transition from primary schools to secondary schools, retention and completion at Kenya Certificate of Secondary Education (KCSE) have remained below 100 percent. Hence the study purposed to determine the relationship between learners’ entry behavior and implementation of free and compulsory education in public day secondary schools in Kitui County, Kenya. The study was underpinned on Liberal Educational Theory (LET) and used a descriptive study research design. The target population for the study was 655; 327 public day secondary school principals, 327 Parents Associations (PA) chairpersons of those schools and Kitui County Director of Education (CDE). Data were collected from a sample of 182 respondents; 164 principals, 17 (PA) chairpersons and the Kitui CDE. Data were collected by use of questionnaire for principals, interview schedules for CDE and PA chairpersons and document review analysis. Qualitative data were analyzed based on emerging themes, while quantitative data were analyzed using descriptive statistics. Hypothesis testing was done using the Pearson Product Moment Correlation Coefficient (Pr) method at a significance level of 0.05. The study findings showed that there was a negative and significant relationship between learners’ entry behavior and the implementation (transition, retention and completion) rates (r = -.678; p≤ .01). In view of the forestated results, the study made conclusion that the indirect relationship between the study variables negatively affected the implementation of free and compulsory education. On this basis, the study recommended, among others that secondary school principals should adhere to the policy of admitting candidates regardless of marks obtained at KCPE and promote learners to the next class regardless of performance in previous formative examinations. This, would enhance prospects of 100 % transition, retention and completion in public day secondary schools in Kitui County and Kenya in general.

Teachers’ Views on the Effectiveness of Student-Centred Approach in Teaching English Subject in Public Secondary Schools in Tanzania

This study used a qualitative approach to examine teachers’ views about the effectiveness of the student-centred approach in the implementation of free education policy in teaching English subject in secondary schools. The study used a case study design to collect qualitative data from 30 participants who were English teachers, academic officers, and heads of schools. Data collection was done by using interviews, focus group discussions, and observation. Data analysis was done under thematic analysis. The findings of the study revealed that the teachers had the view that the student-centred approach depended on the nature of students, the teaching and learning environment, and the nature of the teachers. The findings also revealed that the free education policy violated the principles of the student-centred approach by enrolling unqualified students and without considering the adequacy of teaching/learning resources. It was concluded that an effective student-centred approach depends on some factors such as the ability of the students, the learning environment, the number of students in the class, the ability of the teacher, and the economic background of the families of the students. It was recommended that the government should prepare the pupils from the primary level for secondary education.

Reshaping Learning and Teaching: Ensuring Equal Accessibility, Affordability and Multi-Disciplinary approach in Higher Education through Technology

The government of India crafted and then launched National Education Policy (NEP) on 29 July, 2020 to reform Indian education system that ensures equal access, affordability, quality, and accountability to each citizen. The policy targeted towards emerging demands and requirements for knowledge and skill to empower the citizen. It has many features including a new structure of 5+3+3+4 curricular that emphasises early childhood care, recognising a need for literacy and numeracy, introducing vocational education, technical education and internship in school from 6th grade, setting up a National Assessment centre called “PARAKH” to ensure learning and development, and ensuring education become more equitable and inclusive, especially to the socially and economically disadvantaged groups. There are some issues such as lack of modern infrastructure, low teacher ratio in schools, colleges and universities; fewer efforts to promote the English language from early education, and lack of resources to provide adequate skill and training to students that need to address for efficient implementation of new education policy. This paper attempts to address recent advancement in technology such as Artificial Intelligence (AI), Machine Learning (ML), and Internet of Things (IoT) plays a vital role to break such barriers and help the government at the initial stage to implement new education policy in an efficient and effective manner.

Implementation of sustainable development goals in the new institutional reality for education

Problem and purpose. This paper makes a focus on main tasks of implementation of Sustainable Development Goals in modern education system. Philosophy of education has a special mission in creating of methodology of this activity. Equal access to all levels of education for all is already mostly achieved due to the possibilities of international access of open educational programs provided by internet. Another big problem is a big gap between educational demands and motivation people to learn. The purpose is to find out the methodological mission of philosophy of education in global cooperation strategy in the field of education and science according to implementation of Sustainable development goals. Methods. The interdisciplinary approach with elements of analysis of documents, functional analysis, neo-institutionalism and value education method were applied. Philosophy of education provides research of education in terms of significant changes in functioning of the main educational institutions in their interrelations with educational net structures. Values of sustainable development give the obligation to create new regulatory framework for legitimating of new educational policy. Results and discussion. UN, UNESCO, EU and other international organizations consider education to be an integral and important condition for the promotion of democracy and human rights, the strengthening of global citizenship and sustainable development and create new normativity. All students acquire the knowledge and skills necessary for sustainable development, including through education for sustainable development, sustainable lifestyles, human rights defense, gender equality, promoting a culture of peace and non-violence, through global civic education and recognition of cultural diversity and the contribution of culture to sustainable development. Philosophers-anthropologists set an important task for any society – the instilling of virtues as a necessary element of the moral structure of the individual. Conclusion. Philosophical evaluation of the sustainable development goals should be the first task for the philosophy of education. It should be analyzed the correlation between basic values of the sustainable development and academic institutions, interrelation between state and private means of implementation of educational policy, based on sustainable development goals performance.