Implementation Of Educational Reforms Research Articles

Globalization Impact on 21st Century Educational Leadership: Challenges and Adaptation in Pakistan

Effective educational leadership requires a combination of strategic planning, instructional oversight, and interpersonal skills to create inclusive, adaptive, and dynamic educational environments. Present research study aims to explore the impact of globalization on 21st century educational leadership, practices on the implementation of educational reforms, challenges, adaptation strategies in the context of Pakistan. A systematic review-based qualitative approach has been adopted to examine the impact of globalization on 21st century educational leadership, challenges and adaptation in the context of Pakistan. The literature search was structured using specific terms relevant to the research topic through using databases and search engines such as Taylor and Francis Online, Research Gate, Elsevier, Google Scholar, and ERIC. Selected articles were evaluated using established quality frameworks, considering research objectives clarity, methodological rigor, and contributions to understanding educational leadership, challenges and adaptation strategies. Techniques such as cross-referencing and data triangulation were employed to reduce bias and ensure a comprehensive synthesis. This study concludes that there is an urgent need for systemic reforms to address implementation gaps and policy disparities, strengthening governance structures and accountability mechanism to ensure that policies translate into tangible outcomes. This also requires reducing corruption and political interference while empowering educational leaders through capacity-building, addressing provincial disparities that necessitates targeted interventions for underprivileged regions, including increased resource allocation and infrastructure development.

Understanding EFL Teachers’ Occupational Anxiety under Double Reduction Policy

This study investigates the impact of China’s Double Reduction policy on the occupational anxiety (OA) and well-being of English as a Foreign Language (EFL) teachers in secondary schools in Shenzhen. Through interviews with six EFL teachers, the research identifies three main sources of increased workload: the introduction of after-school services, changes in homework design, and the expansion of teaching content. The findings reveal that these changes have led to significant stress, role ambiguity, and pressure from both parents and educational institutions. Despite the policy’s intent to reduce student workload, teachers reported an increase in their responsibilities, resulting in heightened OA and job dissatisfaction. The study also explores coping strategies, such as rest, relaxation, and institutional support like collective lesson planning and flexible work arrangements. However, it underscores the importance of systemic interventions, including professional development and clear policy implementation, to alleviate teacher stress. The research highlights the critical need for comprehensive support systems to safeguard teacher well-being and ensure the effective implementation of educational reforms.

Construction and Practice of High School Art Education Mode Based on Project Learning

The in-depth implementation of education reform, the high school art teaching gradually received more attention, to better carry out quality education, play a high school positive role of art education in aesthetic education, the actual teaching process, strengthen the exploration and research of diversified teaching methods, project learning in improving the students 'learning interest, cultivate students' ability to explore advantages gradually highlighted. Based on this, this paper starts with the role of project learning in high school art teaching, and further analyzes the key points of constructing high school art education model under project learning, including determining the project theme, designing the project framework, etc. Finally, the practical strategy of high school art teaching under project-based learning, including the change of teachers' roles and the integration and utilization of teaching resources, in order to effectively improve the level of art education.

Bibliometric Analysis of Education Budget Management and School Infrastructure Quality in Disadvantaged Areas

This study presents a bibliometric analysis of research focused on education budget management and school infrastructure quality in disadvantaged areas from 2000 to 2024. The analysis explores key themes such as financial management, infrastructure development, and the role of technology in enhancing educational outcomes. Results reveal that effective budget management and strategic resource allocation are pivotal in improving school facilities and overall educational quality, particularly in under-resourced regions. The integration of technology, accelerated by the COVID-19 pandemic, offers promising solutions for bridging gaps in access and learning quality, although the digital divide remains a significant challenge. Furthermore, strong leadership and community involvement are identified as crucial for the successful implementation of educational reforms. This study underscores the importance of a holistic approach that combines financial management, infrastructural improvements, and technological integration to address educational disparities in disadvantaged areas.

Research on the Teaching Reform of Environmental Art Design Course under the 1+X Certificate System

The "1+X" certificate system, namely the "diploma certificate + several vocational skill level certificates" system, is an important reform task proposed in the "National Vocational Education Reform Implementation Plan". This system aims to strengthen the integration of 1+X certificate pilot and professional construction, curriculum construction, teacher team construction, etc. through the combination of academic certificates and vocational skill level certificates, in order to improve the quality of vocational education and students' employment ability. The "vocational education + additional vocational qualifications" system in foreign countries has a high degree of similarity with China's 1+X system, both of which encourage students to obtain vocational education diplomas while actively obtaining various types of vocational skill certificates, expanding students' employability, promoting the connotation development of vocational education, and connecting vocational education with the needs of economic and social development to improve the quality of talent cultivation. For environmental art majors, this system provides new opportunities and directions for professional teaching reform.

Preparedness of Public Primary Schools in Tanzania for Educational Reform Implementation: A Case of Mbulu Town Council

This study was conducted to assess the preparedness of public primary schools in Mbulu Town Council, Tanzania for the implementation of educational reforms. The study employed a convergent design within a mixed-methods approach, utilizing questionnaires administered to teachers and interviews conducted with head teachers and ward education officers. Findings indicate that teachers are somewhat prepared for reform implementation, with engagement in self-directed learning and awareness of educational reforms. However, challenges such as inadequate teaching and learning resources were highlighted, including shortages of classrooms and books. Ward education officers, trained on the reforms, have been instrumental in disseminating knowledge to teachers. Overall, while there is moderate preparedness, addressing resource inadequacies and providing comprehensive training is essential for successful reform implementation in public primary schools. The study recommends consistent provision of resources and comprehensive training programs to enhance readiness and ensure uniform implementation of reforms.

FORMATION OF EDUCATION QUALITY IN THE CONTEXT OF EDUCATIONAL REFORMS

The article presents the problem of quality of education and the main directions of educational reforms aimed at its solution. Accordingly, both the causes of the decline in the quality of education and the main components of its formation are discussed. The article also considers the structural and functional components of solving the problems arising during the professional activity of the pedagogue as a factor of increasing the quality of education. The article presents the analysis of the research conducted in a number of schools, the purpose of which is find out the impact of educational reforms on the formation of the quality of education. The article shows the indicators of the quality of education expressed in percentages in each school over the last three years. The indicated data are presented with help of tables and charts. The latter allows us to see changes in indicators expressing the quality of education due to the implementation of educational reforms. The article also compares the results recorded in different schools. Through comparative analysis, differences in changes expressed in the results of the quality of education are identified, corresponding to the characteristics of each school. Along with the differences, there are also some similarities. The latter is presented as a weak improvement in the quality of education. The article also notes that the observed results are preliminary due to the continuity of educational reforms. Also, the article emphasizes the importance of implementing the continuous monitoring process as a solution to the problem of ensuring the quality of education.

Research on University Translation Pedagogy Guided by the Theory of Multiple Intelligences

Translation pedagogy is a key and difficult part of college English, and students have certain difficulties to learn and master. With the deepening implementation of educational reform, there is an urgent need for a drastic reform of translation pedagogy. Only in this way can we cultivate high-quality skilled talents that meet the needs of society. Applying the theory of multiple intelligences to translation pedagogy not only promotes conceptual change but also makes translation pedagogy more personalized, which is conducive to stimulating students’ learning and exploration enthusiasm and improving the level of translation pedagogy. This article provides an in-depth analysis of translation pedagogy based on the theory of multiple intelligences in order to provide a useful reference for frontline teachers.

The second generation of intellectuals in the educational modernization of the city of Santos (1908-1930)

In the late nineteenth and early twentieth centuries, the city of Santos, located on the coast of São Paulo, emerged as an important urban center influenced by the ideals of progress and modernity that accompanied the recent Proclamation of the Republic in Brazil. This period of political transition was marked by intense social, economic, and cultural transformations, reflected in the practices and discourses of the intellectuals who worked in the city. Among these intellectuals, a network formed by Arthur Porchat de Assis, Adolpho Porchat de Assis, Victor de Lamare and Delphino Stockler de Lima stands out, whose work in the modernization of education in Santos between 1908 and 1930 had a significant impact on the city's educational development. This study aims to present results about the role of these intellectuals in the process of modernization of education in Santos during the First Republic. The research was based on a literature review and a survey of periodicals of the time, analyzing the discourses and practices of these subjects. The analysis reveals that education was seen as a fundamental means for the construction of a modern and progressive nation, being used as an instrument for the consolidation of republican ideals and for overcoming the memories of the old monarchical regime. The city of Santos, with its strategic port and an active intellectual elite, has become a stage for debates and initiatives aimed at educational modernization. This network of intellectuals, in particular, played a crucial role in the implementation of educational reforms and the creation of institutions that sought to meet the needs of the population, contributing to the construction of a dualistic educational system, offering one type of education to the ruling class and another type of education to the working class.

Comparing stakeholders’ perceptions of the implementation of ‘learner-centred’ pedagogy: the case of Rwanda

ABSTRACT A successful implementation of educational reform relies not only on teachers, but also systemic support for them, and crucial involvement of multiple stakeholders. This qualitative study explores the implementation of ‘learner-centred’ pedagogy (LCP) in Rwanda. Semi-structured interviews were conducted with three stakeholder groups comprising government officials, teacher trainers and teachers from four ‘schools of excellence’ in Kigali City to understand their perceived enablers and challenges of LCP. While findings around the challenges of LCP implementation echoed the experiences of other low-resource contexts, differences were additionally identified within and/or across stakeholder groups on specific issues. The study argues that if reform visions are to be realised then policymakers need to go beyond addressing internationally known challenges; but also consider the diverse needs and perspectives of all stakeholders.

Peningkatan Keterampilan Berpikir Komputasional Siswa SMA N 2 Medan Melalui Pendekatan STEM

Improving the quality of education in Indonesia can be developed through the implementation of educational reform. One form of educational reform can be carried out by using a learning approach that can help teachers produce experts using the STEM (Science, Technology, Engineering, and Mathematics) approach. Initial findings reveal that only around 47.8% of SMA N 2 Medan students (class This research aims to see the effectiveness of the STEM approach in improving the critical thinking skills of SMA N 2 Medan students. The research method used is an experimental design with Non Equivalent Control Group Design. The research subjects were students of SMA N 2 Medan. The results showed that the sig (2-tailed) Equal variances value was assumed to be 0.000 < 0.05. Therefore, Ho is rejected and Ha is accepted, which means there is a significant difference in critical thinking abilities after students use the Equal variance method. The STEM-PBL approach, compared with the innovative K13 approach. The average critical thinking skills scores of the control class in the pre-test and post-test were 38 and 79.5. The coefficient remains at 0.676 and is significant at 0.000. This means the correlation is positive. Therefore, learning with a STEM approach has proven to be effective in improving the critical thinking skills of SMA N 2 Medan students.

THE STATE OF RESEARCH ON THE PROBLEM OF SOCIAL-EMOTIONAL LEARNING

THE STATE OF RESEARCH ON THE PROBLEM OF SOCIAL-EMOTIONAL LEARNING

The Application of Constructivist Learning Theory to English Reading Teaching of Senior High School

With the vigorous implementation of education reform and the widespread implementation of quality education, the role of constructivist learning theory in English teaching, especially English reading teaching, has become increasingly prominent. This paper first learns about the current situation of high school English reading through investigation and research, and the overall low interest and learning motivation of students in English reading, and the low effectiveness of teachers' English reading teaching concepts and methods, and then puts forward the application strategies and methods of constructivist learning theory in high school English reading teaching: stimulating students' reading motivation through heuristic teaching, creating students' reading meaning background through contextual teaching, cultivating students' reading collaboration spirit through cooperative learning, and improving students' reading construction ability through inquiry learning.

The Critical Role of Middle Leaders in Schools: Cultivating a Culture of Trust and Supporting Educational Reform

This research delves into the often-underappreciated role of middle leaders in educational organizations, highlighting their significance as the linchpins between senior leadership and classroom teachers. Utilizing qualitative research methods, the study investigates the multifaceted responsibilities, challenges, and contributions of middle leaders in schools. Findings indicate that middle leaders foster a culture of trust within the institution by providing mentorship and guidance to new teachers. They undertake substantial tasks, such as team coordination, grade direction, and student supervision, in addition to their teaching duties. Despite their pivotal role, middle leaders often face mounting pressures and heavy workloads. This research underscores the need to recognize and support middle leaders in educational settings, acknowledging their vital role in fostering cohesion and facilitating the implementation of educational reforms.

Research on the Implementation Path of Music Aesthetic Education in Public Art Education in Local Colleges and Universities

With the progress of The Times and the implementation of education reform, the development of college education pays more and more attention to the quality training of students. Public art education, as a main way for local colleges and universities to promote quality education and lead students to all-round development, can be reformed and innovated from three aspects: deepening the reform of public art education, strengthening the construction of music aesthetic education curriculum system, and strengthening the role of music aesthetic education in campus culture construction. The article mainly analyzes the implementation path of music aesthetic education in public art education in local colleges and universities.

Realization of Spiritual Potential in the Sociocultural Space: the Philosophy of Education

The relevance of the article lies in the fact that the development of Ukrainian statehood, implementation of reforms in education and development of civil society is impossible without the development of Ukrainian spirituality. The process of globalization of today's society has a huge number of global problems associated with the obstacles to achieving harmony between man and nature, underestimating the development of each individual as unique, playing a crucial role in creating a special spiritual atmosphere, in revealing the creativity of life. Spirituality in the socio-cultural space should be understood as "man in man", as a quality of man, characterizing the motivation of human behavior, the process of his self-knowledge and the choice of life goals. The highest value of human existence is the human person. The notions of human qualities that allow full self-expression in the service of universal human interests are analyzed. Philosophy of education notes that the main purpose of human development is not only the satisfaction of needs, but also self-development, the full disclosure of the intellectual and cultural abilities of man. The article deepens the concept of the spiritual potential of today's mass culture in the current philosophy of education; reveals the ways of formation of spiritual potential in the postmodern space; outlines the quality of time in the socio-cultural space of postmodernism.

Survey On Reasons of and Countermeasures for Students’ boredom of Learning in Shangqiu City Vocational Education Center

Education is the foundation of national development. With the development of the Chinese economy, vocational education is increasingly valued by the government. As an important component of China's education system, vocational education is an important form of education to improve the quality of Chinese citizens and plays a crucial role in China's modernization and industrialization construction. According to the National Vocational Education Reform Implementation Plan released by the State Council in 2019, vocational education should be placed in a more prominent position in education reform and innovation and economic and social development, and efforts should be made to cultivate high-quality workers and skilled talents. Many parents and students also consider secondary vocational schools as their first choice for further education. However, the current education level of many secondary vocational schools is far from meeting the requirements of parents and students. The quality of education in secondary vocational schools is uneven, the learning atmosphere is poor, and students generally have a serious boredom of learning. To change this situation, maximize the learning interest of vocational school students, enable them to better adapt to the learning and life of vocational schools, and become the talents needed in modern society, this study takes students from Shangqiu City Vocational Education Center as the research object. Based on drawing on the research results of domestic and foreign scholars, a survey and interview method were adopted, and a qualitative analysis research method was adopted to investigate the basic learning status of students in Shangqiu City Vocational Education Center. Summarized the factors that lead to students’ boredom of learning in secondary vocational schools, and proposed practical and feasible strategies to solve the problem of students’ boredom of learning in secondary vocational schools, aiming to reduce student aversion to learning and promote better development of vocational education.

A REDUCA como semeadora de consensos na América Latina: avaliação, padronização e subordinação

ABSTRACT Latin America has a history marked by brutal processes of expropriation by European powers since the 16th century. Wars, reforms, struggles for independence, and revolutions coexist with the harassment by imperialist countries, in collusion with different bourgeois factions in the region, to maintain a condition of subordination. Based on this, the present article aims to reflect on the consensuses that business sectors, articulated around Rede Latino-Americana de Organizações da Sociedade Civil pela Educação (REDUCA), have formulated for education in Latin America in recent decades. REDUCA was officially launched in Brasília in 2011, sponsored by the IDB, big companies, and corporate foundations. The primary documents analyzed argue that Latin American economies suffer from low productivity, supporting the claim that increased schooling directly enhances productivity, presupposing a linear relationship between education and business competitiveness. In this context, the IDB and other supranational organizations promote the formation of social networks, such as REDUCA, which consists of various ‘private apparatuses of hegemony,’ in Gramscian terms, to act on the implementation of educational reforms, introducing large-scale evaluations, curriculum standardizations, and control of teaching work.

Interrelation between educational reforms and external assessment of student achievements in the context of the Swedish educational system

In the field of educational policies and the illustration of dynamic reform processes, external assessment plays a significant role in the inception and implementation of educational reforms. The theoretical exposition of the primary drivers of educational changes highlights alternations in the implementation process of national reforms, distinctive to each educational system, while offering insight into the alignment between national and global reforms aiming for educational standardization and market orientation. These processes find support in the realm of external assessment, which is overseen by international organizations and educational agencies. The OECD's PISA survey, which has evolved into a recognizable benchmark for evaluating the quality of education systems, holds particular prominence in the realm of educational reform implementation. The data on achievements, system comparisons, and improvement recommendations proposals tied to PISA research can be used to transform national educational systems. To explore the correlation between educational reform and external assessment, the Swedish educational system was selected as an illustrative example of a system whose policies have long involved the evaluation and implementation of changes based on external assessment outcomes. This paper is based on the analysis of primary and secondary literature concerning Sweden's PISA survey results. A systematic search was conducted in the OECD database with the objective of gaining insight into primary data regarding student achievement. Insights into previous scholarly analyses of Sweden´s PISA results were acquired by searching scientific publication databasea. The primary focus lies on presenting the reform actions initiated in response to the decline observed in the PISA 2012 survey. Additionally, the paper aims to illustrate the influence of these reforms and changes in educational policy stemming from the instrumental utilization of external assessment data.

Investigating the Challenges of Utilizing English as a Medium of Instruction in Teaching English as a Second Language Classroom

The research investigates by providing an overview of the concept of Language Policy and Planning (Status and Acquisition planning) in related to using English as a Medium of Instruction (EMOI) in English as a Second Language (ESL) teaching context. The main aim of the research is to identify the challenges faced by ESL teachers in using EMOI and identifying strategies to minimize the challenges. The research question focuses on what are the Challenges faced by ESL teachers in using EMOI within the classroom and what are the strategies to minimize the challenges. The research adopted a quantitative research design. In accumulating data, a questionnaire was conducted and distributed to randomly select 29 ESL teachers in the Kurunegala Educational Zone. The core of the study reveals that the foremost challenges that English medium teachers encountered were the challenges in formulating and organizing effective classrooms and explaining lesson contents and subject matters, due to no demonstration or modeling of the instructions and further it is investigated that the challenges have a direct impact on the students’ performance too. It is manifested that using EMOI has been a great challenge for teachers in the academic performance of students as well. The inability to have a face-to-face discussion due to limited time frame can be pinpointed as a major limitation in the research study. The study recommended that the government be responsible for setting and monitoring the implementation of education reforms in schools with the help of implementers, particularly teachers.