Implementation Of Education Policy Research Articles

China’s Sustainable Talent Cultivations for Basic Disciplines: Evaluating the Reformed National College Enrollment Policy

Understanding the effectiveness of the implementation of higher education policies could help stakeholders make informed decisions. As a relatively new policy, research on the evaluation of the reformed national college enrollment policy—Strengthening Basic Disciplines Plan (SBDP), especially from the perspective of policy innovation and implementation is limited. This study attempts to evaluate SBDP at an early stage, thereby understanding how effectively SBDP has been implemented and what its innovations are. Utilizing the policy documentation and institutional admission documents, this study operated qualitative data using a semi-quantitative method, primarily focusing on two comparisons: the SBDP policy documentation vs. institutional SBDP admission documents, and institutional SBDP vs. Independent Enrollment Policy (IEP) admission documents. Results showed that most pilot institutions regulate SBDP admission documents in accordance with the policy documentation. However, institutional divergence in practical implementations still exists, even under centralized governance. In addition, four major demand-oriented innovations such as cultivating talents in basic disciplines and cultivation strategies in SBDP were found, compared to IEP. These findings have implications in helping Chinese higher education stakeholders to effectively implement SBDP and achieve sustainable talent cultivation for national strategies.

Pendidikan untuk Semua: Studi pada Kebijakan Wajib Belajar 9 Tahun

Education is a conscious effort to humanize humans and display a rational and moral human identity. Education in Indonesia is clearly regulated by the national education system and the policies that support it. In the course of the implementation of educational policy through the ups and downs and ins and outs that are so complex and always always become a hot issue in conversation. The nine-year compulsory education is also realized by a global policy of education for all. The nine-year compulsory education policy will further discuss the background, financing, opportunities and even challenges faced by the education sector.

Where is Anti-racist Education in the Political-Pedagogical Project of São Paulo's Elementary Schools?

The article dialogues with studies on race relations in basic education and with studies on implementation of educational policies and presents the results of qualitative research that aimed to identify and measure the available evidence of implementation of anti-racist educational practices in 86 public elementary schools in the city of São Paulo based on the analysis of their political-pedagogical projects. The methodology was based on the analysis of the content of these documents using the instrument Matrix for the Evaluation of the Political Pedagogical Project - Anti-Racist Education in Elementary Education (MAP³- EAEF). The results indicate that the evidence of the work to combat racism in school available in the Political Pedagogical Projects is fragile and insufficient. In particular, the commitment to objective goals of racial equity between blacks and non-blacks is not very explicit in the documents analyzed.

CHARACTERISTICS OF IMPLEMENTING THE CLUSTER APPROACH IN THE EDUCATIONAL SYSTEM

Issues of early social adaptation of children with developmental problems are defined as one of the priorities of the state policy in Uzbekistan. As an important strategic mechanism for the implementation of the new educational policy, the issue of uniting educational institutions into an educational cluster is considered.

Implementation of Character Education Policies (Multi Case Study at SMP Negeri 2 Kotamobagu, MTS Negeri 2 Kotamobagu and Kotamobagu Christian Middle School)

Character education is important in the survival of the Indonesian nation. However, very often school children at the SMP/MTs level show bad behavior. This study will aim to analyze 1) planning the implementation of character education policies; 2) Implementation of character education policies; 3) Monitoring and evaluation of character education; 4) follow-up character education. This research is a descriptive qualitative research with case studies at three schools, namely MTs Negeri 2 Kotamobagi, SMP Negeri 2 Kotamobagu and SMP Kristen Kotamobagu. The type of data consists of primary data obtained through interviews and observation and secondary data through documentation. Research informants consisted of 18 people. The results of the study show that character education policy planning consists of policy documents, technical guidebooks, teacher learning planning documents which integrate character education, and student activity documents and. The implementation of character education policies at Kotamobagu State MTs, Kotamobagu 2 Middle School and Kotamobagu Christian Middle School consists of three things, namely the implementation process, character values, and an approach based on local wisdom. Monitoring and evaluation of character education is carried out using the "goal free model", which is an in-progress monitoring and evaluation implementation model. Follow-up results of evaluation and monitoring of student character education are based on field conditions, especially referring to obstacles and supporters. It is suggested to the head of the Kotamobagi education office to make an information system about the application of character education. Principals, should make planning, organizing and controlling that is supported by an information system. Teachers must be innovative in using learning technology, and be able to compile learning planning documents using methods that integrate character values. Students, students must actively participate in activities both within the school environment and outside the school environment that have been programmed by the school. Parents, should actively communicate in guiding student character.

Implementasi Kebijakan Pendidikan Karakter di MTsN 3 Palas

This study aims to describe the implementation of character education policies at MTsN 3 PALAS, supporting factors, inhibiting factors, and the impacts and solutions of implementing character education policies for students. This research uses a qualitative approach with descriptive methods. With the research subject of the principal, homeroom teacher and students. Supported by data collection techniques using the method of observation, observation and interviews as well as documentation. The data analysis used is data reduction, data presentation, and conclusion/verification. The results of this study indicate that: 1) the implementation of character education policies at MTsN 3 PALAS is carried out by school members by implementing them in the teaching and learning process, 2) supporting factors, namely good cooperation between school members, student awareness, a conducive environment and activities that programmed. 3) The inhibiting factors are the teacher's limitations in carrying out character education, the lack of parental supervision of children 4) the solution to the obstacles is an individual approach to students and the impact of implementing this character education policy is to create self-confidence and discipline.

Policy Implementation in Higher Education: The Dynamics of a Fall Break

A case study using mixed methods that critically appraises the implementation of a mental health policy in higher education in the absence of evidence to inform the policy using an exemplar case from one mid-sized post-secondary institution was the motivation for this research. Explanation building was used to iteratively analyse data on rival explanations of the implementation of the fall break policy. Analyses from the surveys revealed that overall, only 36.9 per cent of students perceived an increase in workload before the break and only 29.6 per cent of students perceived an increase in workload after the break. However, the focus groups and professor interviews revealed that the timing of the fall break had an impact on how students and professors experienced the break and their perceptions on its impact on student mental health. If baseline data regarding the implementation of the fall break would have been collected prior to its implementation, we could have possibly avoided the implementation issues that arose. While this research provides an exemplar case of a fall break policy at one post-secondary institution, the policy learning is universal.

New Higher Education Policy and Strategic Plan: Commensurate India’s Higher Education in Global Perspective

A national education policy (NEP) is a comprehensive framework to guide education development in any country. In light of this, the present contribution is structured on an analysis of recent changes in the education policy of an emerging economy. The study is an original contribution to the qualitative study literature, applying the system model of inquiry and Twitter mining methodology using NVIVO 12 software. The sketch of the article begins by analysing the limitations and gaps of the extant education policy in an emerging country, and its implications through the SAP-LAP framework, and then analysing the reaction of various stakeholders on Twitter. The sentiment index (SI) scored +3.59, denoting a broad approval of the policy amongst the people. Further, the gap analysis develops the pathway to learning issues that guide the recommendations. The article concludes by offering a capacity development framework for better implementation and monitoring of new education policies for lower-middle income countries.

Implementation of Educational Policies for Socio-Economic and Political Development

Lack of effective in respect to serious implementation of educational policy has hampered Nigeria’s socioeconomic and political progress. The impetus or driving force behind implementing the policies created for efficient management of educational institutions is proper and sincere policy execution. It is thought that Nigeria’s socioeconomic and political development suffers greatly from the way that policymakers and those that implement handle educational initiatives. The paper thus provided a description of the application of educational policies, discussed some previously developed policies, identified the main reasons for pitiable application of educational policies, and discussed the detrimental effects of poor application of educational policies on Nigeria’s socioeconomic and political development. The study found that political inconsistencies were a significant hindrance to the socioeconomic and political development of Nigeria, and it stressed that the political elite in charge of implementing educational programs were mostly to blame for these issues. In order to achieve this, the study recommended appropriateness when making appointments, that poor educational policy implementation be sanctioned, and that all interested parties work together to ensure that viable and good educational policies are developed and that the necessary funds and resources are made available for proper implementation of educational policies so as to improve socio-economic and political development.

Research and Thinking on the Implementation of Educational Policy in New Era

Research and Thinking on the Implementation of Educational Policy in New Era

ОЦІНЮВАННЯ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ВЧИТЕЛІВ: ЗАРУБІЖНИЙ КОНТЕКСТ, УКРАЇНСЬКІ ІНІЦІАТИВИ

Over the past few years, the issue of evaluation the professional performance of secondary school teachers has become quite acute in Ukraine due to the reform of the system of ensuring and monitoring the quality of school education. The expansion of scientific and expert debate will be facilitated by a critical reflection on foreign experience inthe formation and implementation of educational policy, modernization of approaches to professional recognition and development of highly quali-fied teachers. Foremost, this will allow not only to identify innovative practices that can be successfully adapted in the national education system, but also to assess their advantages and disadvantages; to understand what problems have been overcome by countries in their efforts to improve the quality of national systems of teacher and school education; to help avoid mistakes and ensure more effective work of all stakeholders at the national, regional and local levels.The purpose of the article is to identify effective ap-proaches to teachers’ performance evaluation based on the results of a comparative analysis ofthe experience of European countries in regulating and conducting an ex-pertise of teachers’ activities as a mechanism for ensuring the quality of school education. Based on the method of integrated analysis of scientific, educational and meth-odological literature, it was found that evaluation of teachers' professional performance has been studied in many aspects over the past few decades.However, the problem of measuring the quality of teachers' performance in the comparative aspect, and the justificationfor the selection of effective methods of internal and external evaluation remains insufficiently studied in the national scientific and normative discourse. The article presents the results of a comparative ped-agogical analysis of approaches to evaluation the teach-ers’ professional performance. Based on the study of multinational reports of the European Commission and the Organization for Economic Cooperation and Development, the conceptual foundations, organizational and content practices of various types of teacher evaluation in Euro-pean countries and the USA are analysed. The essence, purpose and objectives of the evaluation, as well as the powers of educational authorities at various levels in this process are emphasized. The study of the legislative support at the national level allowed to establish the frequency of application of the evaluation procedure, selection and functions of external and internal evaluation experts. The methods and consequences of teachers’ evaluation at the institutional and personal levels are revealed, taking into account the national characteristics of educational management.

Secondary Education in Post-Colonial Nigeria: The Policy and Implementation’s Pros and Cons

This paper examined the pros and cons of the policy and implementation of secondary education in post-colonial Nigeria. A number of identified efforts and commitments made over the years by the Nigerian government in the formulation, planning and implementation of educational policies in secondary education were found to be some of the good inputs conceived as instruments for national development. However, some of these efforts were defeated on the long run, because of a number of other manifestations that negated the intent of the policy to better secondary education in Nigeria. As a way forward, the paper concluded that if the country is to enjoy the dividends of secondary education, there is urgent need to address the challenges that have limited the implementation of educational policies in the secondary education sector. It was recommended inter alia, a review of some of the secondary education policy contents and the implementation of innovative policies and programmes directed towards improving standards of secondary education in the country.

Development of Electronic Student Worksheets (E-LKPD) Based on Stad-Type Cooperative Learning on Writing Materials

I. Introduction Online learning during the Covid-19 pandemic has become an issue in Indonesia (Supena et.al., 2021). The issue of online learning has also developed into an international issue that is a necessity and necessity during the Covid-19 pandemic (Fernandez, 2021; Thapa et.al., 2020; Murphy, 2020; Demuyakor (2020).). Based on the policy of the Minister of Education and Culture of the Republic of Indonesia through Circular Letter No. 4 of 2020 regarding the Implementation of Education Policies during the emergency period of the spread of Corona Virus Disease (Covid-19), namely using online learning. In the process of adapting new learning habits during the Covid-19 pandemic, one of the things that is necessary for the adaptation process in learning is the existence of teaching materials and online learning tools that use attractive and easily accessible media for students. As a solution to the impact of the Covid-19 pandemic, educators are required to design learning devices and media as innovations by utilizing online learning tools and media.

Beneficiary Processing and Implementation of Special Education Policy: a Comparative Study of Nairobi and Embu Counties in Kenya

Beneficiary Processing and Implementation of Special Education Policy: a Comparative Study of Nairobi and Embu Counties in Kenya

Factors Influencing Online Learning and Adoption of Ed-tech: A study of Students Perception and Acceptance

Purpose: The current research has investigated the antecedent of online learning. The COVID-19 Pandemic brought the most significant change in education toward acceptance of online learning, and educational technology which has become a necessity. Usage of these online platforms saw tremendous spikes in the numbers. Design/approach/Methodology: To assess the impact of various Ed-tech and online learning constructs on student's perceptions. This study tries to understand student's perceptions of online learning and acceptance of Ed-tech. Data has been collected from respondents (students) of different age groups living in different places of Assam. The sample size was 190 for this research. Findings: It is indicative from the result of the study that all construct studies in this research significantly affect student's perception of online learning and acceptance of Edtech. Practical implications: This study will be useful in understanding the readiness towards change in Ed-tech. It will also smoothen the implementation of the country's new education policy. Originality: Educational technology will transform education in the country. Online learning and Ed-tech will play significant role in shaping the future of students and educational institutions as well. The understanding of student's perceptions towards online learning and acceptance for Ed-tech is essential before making any change in educational practices.

A Study of National Language Education Policies Based on Cognitive Characteristics

Language serves as both a medium for culture and the bedrock of a nation’s culture. Language supremacy is frequently employed in globalised competition to promote principles that strengthen national soft power and advance national cultural objectives. The creation and implementation of language education policy is a crucial tool for nations to realise their national cultural goals because it serves as the programmatic document that directs language education and the acquisition of linguistic superiority. In order to help individuals, understand the important role that language education policies play in promoting language education for national purposes and to provide theoretical references for strategic decisions and language education policy development, language education policies must be developed and implemented in close coordination with national development strategies.

Analisis Kebijakan Pendidikan Negara-negara ASEAN dalam Mendukung Suistanable Developments Goal

The purpose of this study was to determine education policies that support quality education SDGs in several ASEAN countries, especially Indonesia. The method used is library research by taking references from books, websites, and international journals. Sustainable Development Goals or commonly abbreviated SDGs are sustainable development goals resulting from the UN Summit in 2012. One of the 17 resulting goals is regarding quality education. Several ASEAN countries such as Singapore, Malaysia, Brunei Darussalam, and Indonesia have demonstrated that education policies have been issued to support quality education SDGs. In Singapore, it is proven by ensuring that all children of Singapore Citizens over the age of six must be enrolled in a national primary school. The six-year primary school education, which is heavily subsidized, aims to provide Singaporean children with a general core of knowledge that serves as a solid foundation for further education and training. While it is proven by the policies and priorities of education in Malaysia which are systematically related to the national development plan. As such, the ministry of education is committed to providing education and training services in line with the main thrust of the National Line Perspective Plan and the 5-Year Development Plan. Then, in Brunei Darussalam, it was proven that Through the '2018-2022 Strategic Plan', the ministry of education has set its mission to provide holistic education to achieve maximum potential for all in line with its vision of 'Quality Education, Dynamic Nation'. Whereas in Indonesia the implementation of quality education policies in support of the SDGs can be seen based on reports of regional action plans, one of which is West Java and East Java, namely: Increasing lifelong learning opportunities for all people free of charge, equal and quality which leads to the achievement of effective and relevant learning. while basic services are of high quality. Namely free quality education and health Tis-Tas (Free and Quality)

Implementation of Education Policy in Secondary Schools in Delta State: Challenges and Future Directions

Unqualified teachers, a lack of financing, and the absence of or limited availability of some essential educational facilities are issues encountered in the implementation of education policy. A descriptive research method was used. The purpose of this research is to investigate the challenges and opportunities of educational policy implementation in Delta State public secondary schools. The population consisted of all principals and teachers. The sample size was 62 principals and 260 teachers. Two research questions and two hypotheses guided the study, and the tool for data collection was a questionnaire. The mean and standard deviation were used to answer the research questions while the hypotheses were tested using the Z-test. Findings showed that challenges in implementing education policies include underfunding, irregular classroom supervision, and so on. Among others, it recommended that the government should increase annual budget allocations to education and regular visits to schools by inspectors and supervisors.

Kebijakan Penerimaan Peserta Didik Baru (PPDB) Online di Sekolah pada Masa Pandemi Covid-19

Online education policy is a well-defined application of policies in education. Online policies are used as the basis for implementing a new educational acceptance system by way of online. The objective is to find out how the implementation of the new education policy is online and to look at the issues raised at the time of policies carried out in the school. Based on the implementation of the online PGDP on a predetermined principle, however, technical guidelines were established based on dictating the number 44 2019 as the receipt of the new trainee. Under the terms of technical PGDP instruction online has two pathways, i.e. 's zoning and non-zoning made up of affirmation, achievement, and the transfer of parental duties. The conclusion that the implementation of the policy of upper-school admissions online is already well under way of policy content, the benefits received, the changes expected, the location of decision and characteristic of existing institutions and regimes, and the power, interests, and strategies of the actors involved. But from the policy executive side, resources and compliance levels have not been working properly. Such things are hindering the success of the new learner's receiving policies online.

‘You can be fluent in English but empty-headed’ Language ideologies underlying Namibian primary school teachers’ beliefs

Societal language ideologies affect language education policy implementation through teachers’ beliefs, which in turn influence their pedagogical decisions and practices. Understanding the relationship between language ideologies and teachers’ beliefs is crucial in multilingual contexts in postcolonial countries such as Namibia. This study explores Namibian mainstream teachers’ beliefs about language policy and its implications for teaching and learning through a questionnaire, individual interviews and focus group discussions. The results show that both monolingual ideologies that stress the importance of English, and decolonising ideologies that advocate for the use of indigenous languages, affect teachers’ beliefs. Deconstructing the hegemonic ideologies and giving teachers opportunities to reconsider their beliefs would contribute to achieving a more flexible multilingual approach in education.