Implementing Education Policy Research Articles

중국성인 학습자의 평생학습 참여동기 프로파일에 따른 평생학습 역량 연구

Objectives This study aims to investigate and understand human behavior by applying a representative analysis method of person-centered approach research to understand the relationship between the motivation and influ-encing factors of Chinese adult lifelong learners to participate in lifelong learning.
 Methods The method of this study was a potential profile analysis using Mplus 8.8 for 803 Chinese adult lifelong learners who participated in school-affiliated lifelong education, public institution-type lifelong education, private institution-type lifelong education, vocational training and training-type lifelong education institutions (LPA) was performed.
 Results First, according to the motivation of Chinese adult lifelong learners to participate, the latent profile was divided into ‘nonsense type (6.97%)’, ‘deliberation type (15.94%)’, ‘hesitation type (62.02%)’, and ‘leading type (15.07%)’. has been classified As a result of analyzing whether there is a difference in lifelong learning com-petency by latent profile, it was found that the ‘Hesitant Type’, who had a medium level of motivation to participate in lifelong learning, had high lifelong learning competencies.
 Conclusions In constructing social policies for lifelong education, it is continuously necessary to carry out re-search based on a person-centered approach that can be subdivided by lifelong learner type in order to design and implement education policies that consider the various needs, capacities, and interests of individuals. This should provide a flexible curriculum that meets the diverse backgrounds and needs of each person, thereby ensuring that all individuals receive appropriate educational opportunities according to their capabilities and interests.

Relevance of School Facilities and Infrastructure Towards Implementing Education Policies

The purpose of this research is to investigate the relevance of school facilities and infrastructure to sustainable education policy implementation. This has become necessary due to the high global demand for a conducive learning atmosphere for effective knowledge dissemination. Indeed, this could be achieved in a learning environment with adequate school facilities and infrastructure. Using a qualitative research approach with 15 research participants purposely selected among the Sokoto state education stakeholders and analyzed using Nvivo 10 software, it was discovered that the availability of facilities and infrastructure leads to the development of a school system as it facilitates effective teaching and learning and the effective implementation of education policies. The findings also showed that most public schools, especially in Sokoto State, do not have adequate school facilities and infrastructure; hence, they produce substandard graduates. It is therefore recommended that the government intensify efforts to make the required facilities and infrastructure available in schools and judiciously utilize them. The government should also join hands with education stakeholders to collaboratively provide these vital educational ingredients in schools. This is believed to ensure effective teaching and learning, sustainable implementation of the school’s policies, and further guarantee academic excellence for the benefit of present and future generations.

School principals, selection criteria, and responsibilities: Challenges in educational policy implementation

Failure in implementing education policy affects not only school leadership practices but also the overall quality of public education. This study aims to investigate the implementation of educational policies made for (a) the recruitment of school principals and (b) guiding their responsibilities in community schools of Nepal. Drawing on interviews conducted with 12 principals and six teachers, we examine whether Education Regulation enacted by the Government of Nepal in 2002—mainly Rule 93 on the criteria for the selection of principals and Rule 94 on their assigned responsibilities—was fully implemented. Our findings show that overpoliticization in school management, top-down approaches to policymaking, lack of transparency and awareness about policy provisions, and workload pressures for principals have resulted into implementation failure. For implementing educational policies related to school leadership, frequent training for principals, presence of media for parental awareness, and legal institutions for justice are important.

How Does Philippines's Education System Compared to Finland's?

This study examines the differences between the education systems in Finland and the Philippines. The education systems in both countries have significant differences in terms of policies, teacher qualifications, and curriculum structure. Finland has a highly decentralized curriculum that allows teachers to develop their own curriculum according to the needs and interests of students, while the curriculum in the Philippines is centralized and designed by the central government. The quality and competence of teachers in Finland are also higher compared to those in the Philippines, where a Bachelor's or Diploma Four degree is the minimum requirement for teaching. Finland's success in education can be attributed to the government's persistence and consistency in implementing education policies formulated over the years, and their emphasis on teacher quality and competence. On the other hand, the Philippines has struggled to improve the quality of education, with some policies having little to no positive impact. Given the differences between the two education systems, the study suggests that the Philippines should learn from Finland's education system and adopt some of its policies to improve its own education system. By doing so, the Philippines can improve the quality of education and potentially achieve the same success that Finland has achieved.

Trends and factors associated with declining lifetime fertility among married women in Kenya between 2003 and 2014: an analysis of Kenya demographic health surveys

BackgroundGlobally, fertility has declined in the last three decades. In sub-Saharan Africa Including Kenya, this decline started more recent and at a slower pace compared to other regions. Despite a significant fertility decline in Kenya, there are disparities in intra- and interregional fertility. Reduction in lifetime fertility has health benefits for both the mother and child, thus it is important to improve women and children health outcomes associated with high fertility. The study, therefore evaluated the factors associate with change in lifetime fertility among married women of reproductive age in Kenya between 2003 and 2014.MethodsThe study used the Kenya Demographic and Health Survey (KDHS) datasets of 2003, 2008 and 2014. Analysis of variance (ANOVA) was used to calculate the mean number of children ever born and to assess the change in fertility across different factors. Poisson regression model with robust standard errors was used to study the relationship between number of children ever born (lifetime fertility) and independent variables. A Poisson-based multivariate decomposition for the nonlinear response model was performed to identify and quantify the contribution of demographic, socioeconomic and reproductive correlates, to the change in lifetime fertility between 2003 and 2014.ResultsThe study included 3,917, 4,002, and 7,332 weighted samples of women of reproductive age in 2003, 2008, and 2014, respectively. The mean number of children born declined from 3.8 (95% CI: 3.6–3.9) in 2003 to 3.5 (95% CI: 3.4–-3.7) in 2008 and 3.4 (95% CI: 3.3–3.4) in 2014 (p = 0.001). The expected number of children reduced with the age at first sexual intercourse, the age at first marriage across the survey years, and household wealth index. Women who had lost one or more children in the past were likely to have increased number of children. The changes in the effects of women’s characteristics between the surveys explained 96.4% of the decline. The main contributors to the change in lifetime fertility was the different in women level of education.ConclusionThe lifetime fertility declined by one-tenth between 2003 and 2014; majorly as a result of the effects of characteristics of women in terms of level of education. These highlights a need to implement education policies that promotes women education focuses on gender equality and women empowerment. Continuous strengthening of the healthcare systems (access to quality antenatal care, skilled delivery, and postpartum care) to reduce child mortality is essential.

A Conceptual Model of the Factors Affecting Education Policy Implementation

Implementing education policy is crucial for achieving policy goals, and several factors lead to the success or failure of this vital endeavour. Drawing upon a policy document critical review, observational research and in-depth, audio-recorded interviews with 93 participants, this article reports on the key factors that hindered the implementation of the national strategy for the development of higher education (NSDHE) in Yemen; the main factors are the implementers’ lack of information combined with lack of commitment by university leaders; the use of strategy top-down planning; a lack of funding coupled with financial corruption; the absence of an institutional strategy; the presence of eco-political challenges; and a lack of basic infrastructure (e.g., classrooms, teaching aids, offices, and toilets). The article also provides a simple conceptual model for these key factors. The findings offer direct benefits that will help policy formulators and implementers enhance the formulation and implementation of present and future education policies.

Implementasi Kebijakan Pendidikan dalam Membangun Karakter di MAN 1 Deli Serdang

Education Implementation has a goal direction so that the educational policies that have been created are realized. This study of education policy aims to provide a written description of the policy implementation process, including in terms of education and character. The purpose of policy implementation is to set directions so that policy objectives can be realized. This study aims to describe the process of policy implementation including education policy. In implementing it, it is necessary to pay attention to the process, it is necessary to consider the strategies and approaches used, the stages of formulation, the adequacy and completeness of the administration. This is for the realization of success in implementing education policies. In policy implementation, there is a process that must be followed, including certain strategies and approaches that must be taken, as well as several completeness and adequacy that must be met. This is none other than for the sake of realizing success in implementing policies.

Attitudes of Forensic Cases Towards Violence Against Women and Affecting Factors

Objective: This study aims to determine the attitudes of forensic cases who applied to Pamukkale University Faculty of Medicine Department of Forensic Medicine towards violence against women and to investigate the variables affecting those attitudes.
 Method: 152 participants in the research filled questionnaire consisting of 45 questions, the sociodemographic characteristics of the cases, the state of being subjected to violence, and the ISKEBE Violence against Women Attitude Scale.
 Result: When ISKEBE scale mean scores of participants were examined, total score and score of the subscale related to attitudes towards the identity were found to be higher in females. The total score and both subscales were found higher for participants who were single, those living in city center, and those whom both they and their spouse had an education level of high school or above. Those who did not have children were found higher total score and score of the subscale regarding the attitudes towards the body.
 Conclusion: Results obtained in our study, in which the attitudes of forensic cases who have experienced a traumatic process related to violence against women and affecting factors were examined, were generally similar to the studies evaluating other groups in the society. We are of the opinion that implementing education policies that are prepared taking into account the society gender roles, especially the sexist and patriarchal attitudes of men towards women, and that cover all segments of the society, would be important to change attitudes related to violence against women.

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.

Kupasan Terhadap Kritikan Terpilih Renato Constantino: Antara Konflik dengan Pelestarian Identiti dalam Pendidikan di Filipina, 1901- 1935

The education system in the Philippines has been argued by one of its most prominent historians, Renato Constantino, as the root of confounding national identities in the post-independence Philippines and the multitudes of the internal crisis faced by the country. Constantino was regarded as a “left-wing” scholar, raising difficult questions on the nation’s adaptation of colonial thoughts and the uncritical approach to Americanisation, a result of the education model introduced by the administration of the United States (1898-1901). This study focuses on American rule in the Philippines from the establishment of the Department of Public Instruction in 1901 which had formed and implemented education policies in the country to the founding of the Commonwealth government in 1935, an interim government before the United States granted full independence to the Republic of the Philippines in 1946. This paper proposes that conflicts in the Philippines can best be understood through a critical reading of Constantino’s controversial and critical works. Additionally, this paper also stresses discussion on the interconnectedness between political problems, social issues, and post-colonial education which had affected the Philippines, and in general many formerly colonized nations.

Teacher Professional Development in the Context of Education Reform in Vietnam: Policy and Practice

Teacher Professional Development (TPD) plays an important role in the Fundamental and Comprehensive Education Reform in Vietnam. The goal of this study is to describe the situation of TPD in the context of education reform in Vietnam: Describe both the reform policies and practice in school. This study emphasized that Vietnam has actively implemented education policies relating to TPD. Three-dimensional evaluation of TPD included: (i) Teaching plans and materials; (ii) Organization of learning activities; and (iii) Students’ activities. The research results showed a positive moderate to the high correlation between teaching plans and materials and organization of learning activities and Students’ activities. The research results showed an inverse correlation between the average teacher age and the Organization of learning activities. The older teachers tended to underestimate the extent of implementation of Organization of learning activities. This finding led to recommendations to provide older teacher groups with professional development activities.

Peranan Dewan Pendidikan Dalam Pelaksanaan Kebijakan Pendidikan Di Kota Palopo

Consist of research objectives, methods, result or findings , conclusion and limitation (optional). This study aims to determine the role of the city's Education Council in implementing educational policies in the city of Palopo. To find out what factors influence the role of the city's Education Council in implementing education policies in the city of Palopo. The results of this research are expected to be input for the Palopo city government and the Palopo city education council, to provide even better service to the community, especially education issues, and the results of this research are expected to provide added value which can then be compared with other scientific studies. , especially those that examine the issue of Education Policy. The type of research used is descriptive research type, namely a study that aims to provide an overview or explanation of the role of the city's Board of Education in the implementation of education policy in the city of Palopo. Qualitatively analyzed both quantitative and qualitative data based on reports and records in the field. With data collection techniques library research (library research) and field studies (field research), namely observation and interviews. From the results of this study it can be shown that the role played by the Education Council in implementing the Education Policy of the Palopo city government is a standard rule set by the central government, while the role of the Palopo City Education Council is as follows: Advisory agency in determining and educational policy, Supporting agency, both in the form of financial, thinking and energy in implementing education, Controlling agency in the framework of transparency and accountability in the implementation of educational output, Mediator between the government (executive) and the regional people's representative council (DPRD (legislative) ) with society.

Tertiary Education in Europe. What is Romania’s place?

Abstract In the context of the internationalization of the labor market, the countries around the world have begun to focus on developing and implementing education policies that ensure the quality, coherence and equity of tertiary education. The main objective of this study is to identify and analyze the place of Romania between 35 European countries and Turkey, in terms of tertiary education. Cluster analysis has been used to achieve this goal, and the results indicate similarities and disparities between the countries analyzed. This article can be a reflection for decision-makers in the development of a skilled workforce..

ETOS KERJA KOMITE SEKOLAH SMP NEGERI KECAMATAN SUNGAI MANDAU KABUPATEN SIAK

The aim of the research was to know the understanding about the work ethic and the function of public junior high school committees in sub-district of Sungai Mandau Siak regency. The research was held on SMP Negeri 1, SMP Negeri 2 and SMP Negeri 3, from November 2016 until January 2017. The data was taken from the data of junior high school committees.Primary data was taken from the interview with the public junior high school committees while the secondary data was taken from the documentation study. The research technique was direct observation, interview and documentation study. Data analysis technique used an interactive model analysis consisting of three activity lines namely reduction, data presentation and conclusion drawing or verification. The results show that the work ethics of the public junior high school committees in sub-district Sungai Mandau weregood. It was indicated by the performance attitude of the school committee which showed the nature of hard work, discipline, responsibility and had a sense of pride in the profession. The committees of public junior high school thought that their position was a form of worship, trusteeship, honor, service to the community and actualization. The function of committee as a consideration in determining and implementing education policies related to determining school policies and programs, raising funds, and other educational resources from the community, both individuals/organizations/businesses/industries and other stakeholders through creative and innovative efforts and in following up complaints, suggestions, critics and aspirations of students, parents/guardians, and the community as well as the result of the school committee’s observations of the school’s performance had gone very well. The function of Sungai Mandau junior high school committees in supervising education in schools in accordance with the provisions of legislation had been going well but still has to be improved especially in reviewing and assessing school performance, evaluation, and supervision of infrastructure facilities and financial supervision evaluation.

TINJAUAN KEBIJAKAN DESENTRALISASI PENDIDIKAN DI INDONESIA

In Indonesian national education, the concept of decentralization is still a relatively recent one. It has been mandated by the government in Indonesia's Education Law number 20 of 2003. It is the goal of this research to examine the strategic concerns surrounding Indonesia's education decentralization strategy and then develop alternate strategies for putting them into action. The development of decentralized education is supposed to provide more space for stakeholders. Descriptive analysis and a qualitative method are used in this investigation. Researchers found that Indonesia's main challenges in implementing education policies are in quality control, financing, and teacher professionalism. This can serve as a guide for both central and regional governments to create powerful formulas for making appropriate policies so they can improve education quality. It is impossible to apply the decentralization concept without taking into consideration political and sociological considerations.

Kebijakan Turunan Pengelolaan Pendidikan Berbasis Keunggulan Lokal di Wilayah Pesisir (Studi di Dinas Pendidikan Pemuda dan Olahraga Kabupaten Aceh Utara)

The policy for managing education based on local excellence in coastal areas is a policy regulated in Law No. 20 of 2003 concerning National Education and is revealed in North Aceh Qanun No. 4 of 2012 concerning the implementation of education. The problem under study is how the derivative policies on education based on local excellence and the obstacles in implementing the derivative policies for managing education based on local excellence in the coastal areas of North Aceh Regency are investigated. In this case the author uses research methods through a qualitative approach with descriptive type, data collection techniques by means of observation, interviews and documentation. and data analysis techniques, namely: data reduction, data presentation and drawing conclusions. The results of this study indicate that the form of a derivative policy of local excellence-based education management refers to the national education standard (SNP) with the form of a Dual System, Link and Match Policy which is applied to Vocational Schools. The basis for implementing education policies based on local excellence is in the form of Law No. 20 of 2003 concerning the National Education System, Aceh Qanun No. 5 of 2008 concerning the implementation of education, North Aceh Qanun No. 4 of 2012 concerning the implementation of education. The policy direction is a policy that functions of the educational unit in accordance with its nature and in relation to the surrounding environment, namely developing the potential of students in facing their role in the future according to the needs of the surrounding community. The policy direction is the development of facilities and infrastructure in accordance with the National Education Standards (SNP), Curriculum development in accordance with regional potential and in accordance with school needs and conventions from SMA to SMK.

NGO Involvement in education policy implementation: exploring policymakers’ voices

ABSTRACT Non-governmental organizations (NGOs) are becoming increasingly important participants in educational programmes and implementing education policy. This study explores governmental policymakers’ perceptions and reactions to NGO involvement in the implementation of education policy. We applied a qualitative research method, conducting in-depth interviews with ten senior policymakers in Israel's Ministry of Education. We utilised an inductive process of condensing, encoding, categorising, and theorising to analyze the data. Our findings yielded three major themes: (a) intersectoral partnership policies in education and mechanisms for their implementation, (b) budgeting and engagement policies that reexamine mutual responsibility models in education, and (c) the benefits of the intersectoral partnership in advancing education goals. This study expands the knowledge of policymakers’ attempts to lead change, from methods and strategies of centralised and bureaucratic governance through community networks that constitute an intermediate path to realising social and educational goals in the age of privatisation and commercialisation in education.

The Impact of Specific Social Factors on Changes in Education in Serbia

The political and economic changes that followed the adoption of the Strategy for the Development of Education in Serbia 2020 essentially betrayed the basic ideas and intentions of the strategy, creating a systematic threat to education and its role in the development of Serbia. This created an almost experimental situation for analysing the impact of political and social factors on changes in education. In the sphere of politics, new trends have emerged (centralisation of power; marginalisation of democratic institutions; encouraging foreign investment in companies with a low technological level, etc.) that strongly influenced changes (‘reforms’) in education (great centralisation in education, the strong influence of politics on education, imposing of some lower-level forms of education, reducing professional autonomy, etc.). The basic mechanism of transferring the general policy to education is changing the role of the most important national institutions in defining and implementing education policy: the National Education Council, the National Council for Vocational and Adult Education, the National Council for Higher Education, and the National Accreditation Body. The adoption of new education laws (2017) radically changed their status and competencies, resulting in a reduction of their independence and professionalism and strengthening the role of the ministry, through which the influence of the ruling political regime is transferred. Also, the role of the Chamber of Commerce in education has been strengthened. Such a system endangers the autonomy of educational institutions and teachers, as well as the quality of education. Consequently, these changes have a clear impact on the country’s development and its international position.

Evaluation of requests at the hotline established by Trnc Higher Education and foreign relations Office in Covid 19 pandemic process

In accordance with the new social order required by the new type corona virus, several areas such as education, health, culture and transportation continue to transform with the social policies followed by states. The states, where the virus has spread and affected the whole world, make new regulations in the context of social policy and develop new models. In this case, it is seen that a link is established between politics and biological life. Depending on biological processes, governments focus on the needs of the era and social life. Thus, it is observed that a "bio-political" transformation is under construction. After the Covid 19 pandemic, all governments have imposed new social regulations so that they can implement education policies as an effective social government policy. In this regard, the statements that it would be the right decision to interrupt face-to-face education for a while in educational institutions came to the fore. In addition, the necessity of taking social measures in order not to keep students away from education and to ensure the continuity of education was also among the issues emphasized. From this point of view, the aim of the study is to evaluate and interpret the requests submitted by university students studying in our country during the Covid 19 pandemic to the hotline established by the TRNC Higher Education and Foreign Relations Office (YÖDİD). The study was carried out with a qualitative method and uses a case study design. Hotline reports were used as data collection tools. Findings obtained were interpreted by descriptive analysis. Requests between 07 April - 17 May 2020 have been included in the research. Support requests focused on issues such as return to the country, food, online education problems, payment problems and scholarship.

Using design thinking to cultivate the next generation of female STEAM thinkers

BackgroundCountries around the world have struggled to implement education policies and practices to encourage more female youths to pursue Science, Technology, Engineering, and Mathematics (STEM). This has resulted in a persistent and sizeable gender gap in science and mathematics subjects in some countries. Using mixed-methods sequential explanatory design, this paper explores an educational intervention—specifically, a 3-day design thinking workshop—in Japan, designed to change female youths’ perceptions regarding STEM topics. Framed using a constructivist approach to learning, the workshops aimed to engender creative confidence, empathy, and global competence among youths.ResultsThe findings show that female youths who participated in the workshop had increased interest in engineering, greater creative confidence, more positive perceptions of STEM, higher levels of empathy and pro-social factors, and a more varied outlook on career options. We argue that this short intervention had a strong influence on the female youths’ mindsets, self-images, and perceptions of STEM.ConclusionThis study provides empirical support that a short intervention can produce positive change in how female youths relate to STEM. In gendered societies, an innovative method like design thinking has the potential to revitalize education curriculum in ways that spur female youths’ confidence and creativity, enabling them to imagine a career in the field of STEM.