Local Education System Research Articles

Propuesta de indicadores de gestión para la educación pública local chilena

RESUMEN El texto precisa indicadores claves para la gestión de los sistemas educativos locales de la educación pública chilena. Materia sustantiva dado que ha sido constantemente señalada como una carencia importante y recurrente de este sector. Por ende, se necesitan avances en este ámbito, más aún dado que el año 2018 comenzó el traspaso gradual de la institucionalidad de la educación local hacia una nueva modalidad de organización (los Servicios Locales de Educación), causal relevante para corregir los problemas detectados, en el entendido que es posible a partir de su correcta medición y procesamiento. Sobre la base de una metodología cualitativa, basada en la consulta a informantes claves de las unidades de gestión de la educación pública local, se identifican y validan algunos indicadores, proveyéndose un conjunto de variables de simple aplicación, que permite a estas unidades mejorar su información para la mejor gestión.

The construction of the tourist gaze in English textbooks in South Korea: exploring the tensions between internationalisation and nationalisation

ABSTRACTThis study investigates how larger ideological tensions related to internationalisation and nationalisation are manifested in local education systems, especially in English textbooks. We begin this exploration with a review of the School Curriculum of the Republic of Korea. Using three textbooks as cases; we examine how they reflect and manage the tensions presented in the Curriculum. We argue that these tensions are managed through the construction of a tourist gaze, which is both directed inwards, in the construction of Koreanness, and outwards, in the construction of a global citizen. Through the medium of English, learners are both tourists, viewing their own culture from the perspective of the ‘other,’ while they are being prepared to be ‘tour guides,’ learning how to explain this perspective to the ‘other’ in the other's language, English. When focused outwards, the tourist gaze constructs representations of foreign cultures because it is through learning English that Korean learners become global citizens and are able to connect to ‘others,’ to make friends, and to travel the world. We conclude with considerations of ways to go beyond the tourist gaze, as teachers and learners use the tensions in more constructive ways – namely, to develop critical cultural competence.

Percepciones de los docentes de lenguas sobre la implementación del Plan Nacional de Bilingüismo: un estudio de caso

El presente artículo ilustra las conclusiones de un estudio de caso realizado en el municipio de Sogamoso, departamento de Boyacá, Colombia, con el fin de determinar las percepciones de los docentes de idiomas a propósito de la implementación del modelo estatal de bilingüismo en el sistema educativo de la región. El estudio busca, además, contrastar la política adoptada por el Ministerio de Educación Nacional de Colombia (MEN) frente a las expectativas de los docentes de idiomas en relación con la implementación del
 Programa Nacional de Bilingüismo. Mediante una encuesta y una entrevista grupal y bajo
 los principios de la investigación cualitativa, las apreciaciones de los docentes revelan una
 fuerte tensión entre lo propuesto desde el MEN y la realidad que ellos perciben frente a la
 cuestión. Igualmente, las percepciones de los docentes ayudan a delinear un modelo de
 bilingüismo que no considera únicamente las restricciones de la política actual sino sus
 posibles desafíos, para proponer un modelo más participativo desde su concepción hasta
 su implementación

Rola samorządu lokalnego w realizacji zadań oświatowych na przykładzie samorządu gminy Szelków

<p>Przedmiotem pracy jest analiza i ocena roli samorządów terytorialnych w wypełnianiu funkcji edukacyjnych. Przedstawiając istotę i zadania samorządów terytorialnych wszystkich szczebli w Polsce, skoncentrowano się na zadaniach edukacyjnych gminy. Scharakteryzowano kolejno reformy edukacyjne w Polsce od czasów transformacji ustrojowej, zadania oświatowe jednostek samorządu terytorialnego oraz informację o stanie realizacji tych zadań w latach 2010–2015. Zaprezentowano zarówno formy działalności edukacyjnej, rolę różnych podmiotów oraz działania skierowane na podnoszenie jakości kadry nauczycielskiej i podstawy programowej. Rolę samorządu terytorialnego w realizacji zadań oświatowych przedstawiono na przykładzie wiejskiej gminy Szelków. Przedmiotem badań była organizacja i funkcjonowanie systemu edukacyjnego w gminie oraz ocena oświaty i działalności samorządu gminnego przez lokalną społeczność. Uzyskane, na ogół pozytywne wyniki badań mają znaczenie poznawcze i mogą stanowić wskazania dla dokonywania dalszych usprawnień systemu funkcjonowania i zarządzania oświatą i sposobu finansowania działalności oświatowej.</p>

Cosmopolitan Education in Local Settings: Toward a New Civics Education for the 21st Century

This article reviews the rival trends and competing discourses within the cosmopolitan tradition to formulate a comprehensive educational approach, called ‘rooted cosmopolitanism’, that is timely, conceptually operational, culturally sensitive, and applicable in local educational settings. After reviewing the existing conceptions of cosmopolitanism, I define cosmopolitanism and cosmopolitan education. Then I present various critiques of the cosmopolitan discourse, focusing on the need for rootedness. To bridge the tension between lofty cosmopolitan values and the concrete demands and aims of local educational systems, I conclude by claiming that cosmopolitan education can be sustained through a prism of local culture, religion, heritage and language.

The Non-Native Students’ Motivation in Learning English at STIE Perbanas Surabaya

ow competence in English for the students of Non English native speakers has been crucial so far for the teachers in language teaching in Indonesia. This study attempts to explore students ‗motivation in learning English at STIE Perbanas Surabaya. This is a qualitative research and a case study. This study analyzed the data by means of a descriptive analysis. This method was chosen to describe the qualitative data taken from the students at STIE Perbanas Surabaya who were taking English subject. The data were collected using questionnaire. Some of the students were also interviewed in depth to triangualize the data related to their motivation in learning English. It was found that there are two types of motivation by the students of STIE Perbanas in learning English: intrinsic and extrinsic. They agreed (78%) that they are studying English because it is a compulsory subject in this college. Besides that, they have several factors of motivation affecting the students‘ learning English as foreign language such as local education system, attitudes to the target language, and teacher factor.

Marginal Revolution: The Impact of Transnational Education on Higher Education in Host Countries: A Case Study of China

Since the twenty-first century, transnational education (TNE) has been closely related to the concept of capacity building. Although empirical evidence of the impact of TNE on capacity building in host countries is largely missing, a handful of studies have revealed that TNE has a limited impact on local higher education. This study attempts to discover reasons for this limited impact, finding that TNE’s academic weakness and isolation from local faculties and programmes impede knowledge transfer and organizational learning. As a result, TNE is at the edge of the local higher education system and exerts a marginal impact on host countries’ capacity building. To prevent TNE from being ‘a mere imported capacity with no impact on the local system’ (OECD and the World Bank in Cross-border tertiary education: a way towards capacity development. OECD, Paris, 2007, 12), TNE urgently needs to establish its own brand instead of living on partner universities’ brand effect. Moreover, communication between TNE and local higher education needs to be facilitated.

STUDY HABITS

Objectives: To determine the efficacy of Local Education System and GCSEsystem by comparing the scores obtained by first yearMBBS students of both streams ofeducation in the first professional exam. The study also determined the effect of educationsystems on the study habits of these students. Study Design: Cross-sectional study. Setting:Rawal Institute of Health Sciences, Islamabad. Period: June 2015 to June 2016. Methods:Students of first year MBBS were interviewed by the researcher by using a close endedquestionnaire to compare the study habits between the two groups. First professional examscores and study habits were noted and compared in both the groups of students comingfrom two different educational systems by applying Independent Sample T test and Chi Square(χ2) test of independence, respectively, using SPSS 21 version. Results: After analysing thedata gathered, it was found that students from both the systems performed equally in the firstprofessional exams irrespective of their educational background, hence there is no relationshipbetween the type of secondary education and performance in professional examinations.Similarly, there was no association between the study habits and the system of education. Ourstudy concludes that study habits are personal traits and vary from one student to anotherstudent. Conclusion: The performance of students cannot be calculated simply through thesystem of education because of the complex and intermingled associations between cognitive,affective and contextual factors in higher education. This study concludes that predictability ofacademic success based on education system attended is questionable.

COMPARISON OF SCORES AND STUDY HABITS OF FIRST YEAR MBBS STUDENTS COMING FROM LOCAL SYSTEM VS GENERAL CERTIFICATE OF SECONDARY EDUCATION SYSTEM

Objectives: To determine the efficacy of Local Education System and GCSEsystem by comparing the scores obtained by first yearMBBS students of both streams ofeducation in the first professional exam. The study also determined the effect of educationsystems on the study habits of these students. Study Design: Cross-sectional study. Setting:Rawal Institute of Health Sciences, Islamabad. Period: June 2015 to June 2016. Methods:Students of first year MBBS were interviewed by the researcher by using a close endedquestionnaire to compare the study habits between the two groups. First professional examscores and study habits were noted and compared in both the groups of students comingfrom two different educational systems by applying Independent Sample T test and Chi Square(χ2) test of independence, respectively, using SPSS 21 version. Results: After analysing thedata gathered, it was found that students from both the systems performed equally in the firstprofessional exams irrespective of their educational background, hence there is no relationshipbetween the type of secondary education and performance in professional examinations.Similarly, there was no association between the study habits and the system of education. Ourstudy concludes that study habits are personal traits and vary from one student to anotherstudent. Conclusion: The performance of students cannot be calculated simply through thesystem of education because of the complex and intermingled associations between cognitive,affective and contextual factors in higher education. This study concludes that predictability ofacademic success based on education system attended is questionable.

Out of the book and into the classroom: The experiences of Korean social studies pre-service teachers in an international teaching practicum in the United States

ABSTRACTDespite the growing interest and importance of pre-service teachers’ cross-cultural experiences, a review of the literature shows that few studies have discussed the international teaching practicum experiences of pre-service teachers from Asian countries. Bridging this gap, this qualitative case study examined the perceptions and experiences of 15 Korean social studies pre-service teachers who participated in an international teaching practicum in the United States. The findings of the study demonstrated that although participants encountered difficulties in speaking a foreign language and adjusting to a different culture, they also gained confidence and self-efficacy by negotiating and actively participating in the teaching and learning process. This international teaching practicum also helped participants promote their own understanding of multiculturalism and their different perspectives of the teachers’ roles, teaching pedagogies, and local education systems. This study offers implications for future multicultural professional development in teacher education and contributes to developing a body of research and scholarship on international teaching practicums from Asian contexts that have, to date, been largely underexplored.

“Education Ltd.”—The Influence of British Earl of Cromer on the Education System in Egypt (1883-1907)

This research focuses on a historic issue: the influence of the Earl of Cromer (who served as the British Consul-General in Egypt) on the local education system. The research reflects an inter-disciplinary approach—education and history. Coping with the issue was done via examination of the declared educational goals and the activities in practice as well as the local population’s responses to the activities. Allegedly, Cromer failed in his attempted reforms in Egyptian education. This article attempts to examine the issue from a process-holistic approach attributing meaning to all actions taken by Cromer in the education system. The major leading goal of this research is the examination of the education system in Egypt during the British occupation, when the Earl of Cromer served as the British Consul-General from September 11, 1883 to the end of his term on May 6, 1907. Cromer is claimed to have ailed his reforms in Egyptian education, and so this article will attempt to separate the educational goals set by the British and Cromer and the actual practice in the field. We will also relate to the local population’s responses to these activities.

Patterns of School Choice: Two Districts in St. Petersburg

Parental choice of primary school is analyzed using the example of local education systems in two districts of Saint Petersburg. The empirical basis of the research is provided by the results of a survey of parents conducted in 34 schools (1,055 respondents). The following data is described and compared successively: whether parents make educational choices at all, whether they consider alternative options, what school characteristics they believe to be important, what sources of information they use, and what actions they take. The study explores how characteristics of choice are related to parental education and socioeconomic status as well as to the fact of selecting a school of a specific status. Insight is provided not only into how the desire of parents to analyze all possible school options and sources of information correlates with their educational and socioeconomic backgrounds in general but also how parental choice is affected by neighborhood structural characteristics (school diversity, proportion of higher-status schools). Districts with broader structural opportunities and a larger middle class demographic feature a variety of choice strategies, which is not observed in districts with limited structural opportunities even if they are socioeconomically heterogeneous.

Tasks of Moon-Government Based on the Analysis of the Change of Local Education Finance

이 연구는 지방교육재정의 변화추이를 살펴보고, 지방교육재정의 문제를 제도적 장치의 미비와 정책의 실패로 구분하여 각각을 분석하고, 문재인정부의 국정과제를 분석한 후, 지방교육재정 정책의 과제를 제시할 목적으로 추진되었다. 지방교육재정교부금 제도의 미비점으로는 특별교부금에 의한 국가시책사업 추진, 지방채 발행을 통한 교부금 결손 충당, 교부금 및 교육세 예·결산 차액 정산제도의 오작동을, 지방교육재정 정책의 실패 사례로는 BTL 사업에 의한 학교신·증설 추진, 글로벌 금융위기 교부금 선(先) 정산과 지방채 발행, 교부금에 의한 누리과정 지원, 섣부른 학생 수 감소 효과 기대, 지방교육재정 확충 논리 개발 실패를 제시하였다. 지방교육재정정책의 과제는 두 가지로 구분하여 제안한 바, 지방교육재정교부금제도의 보완과 제로는 내국세 교부율 보정 규정 보완, 보통교부금에 의한 국가시책사업 추진 제한, 교부금 부담의 지방채 발행 차단, 내국세 및 교육세 교부금 정산규정에 대한 재검토, 내국세 법정교부율 방식의 교부금 재검토를 제안하였고, 지방교육재원 확충 과제로는 누리과정 재원의 별도 확보, 지방채 등 상환 계정 및 교육환경개선특별회계 신설, 교육세 확충 및 내국세 교부율 인상을 제안하였다.The purpose of this study is to analyze the change and its problem of local education finance and to suggest on the tasks of educational finance policy of Moon-Government. The problems of local education finance system are as follows: the misuse of the local educational subsidy system by central government, the loss covering system of the grant through the issuance of local education bonds, the malfunction of adjusting system of the difference in subsidies arising from the difference between the internal, education tax budgets and the settled accounts. The failure cases of the local education financing policy are as follows: the failure to establish and enlarge school by the BTL (Build-Transfer-Lease) system, the failure of the pre-adjustment system of the grant and the issuance of local education bonds to cope with the global financial crisis, the failure of financial supporting policy on the Nuri Curriculum by local educational subsidy, and so on. The tasks of local education financing policy of Moon-Government are divided into two categories. The tasks to correct problems of the local education subsidy system are to amend the article of revision of subsidy rates, to establish newly the article to restrict on the national policy projects by general subsidies, to block an issuance of the local education bonds redeemed by the future subsidies, to reexamine the regulation of the adjusting system of the difference between the budgets and the settled accounts, and to review the local education financing system to secure the resources by some rates of internal taxes. The tasks to secure the more resources for the local education subsidy system are to secure the resources separately to fund for Nuri Curriculum, to establish special account for improvement of educational environment or reimbursement account for local education bonds, and to increase education tax rates and subsidy rate of internal taxes.

An Attempt to the Legal Approach on the Curriculum Organization and Residents Need

이 연구는 교육과정 편성과 관련해 주민의 요구에 대해 법적인 측면에서 논의한 사항을 고찰한 것이다. 교육과정 편성에서 주민의 요구를 논의하는 것은 교육의 자주성을 기반으로, 지방교육자치와 학교자치의 내실화를 기하기 위한 조치에 해당된다. 논의한 내용은 첫째, 교육의 자주성과 주민의 요구에 대해 살펴보았다. 교육의 자주성은 지방교육자치의 원리에 해당되며, 주민의 요구 학교 교육과정뿐만 아니라, 지역의 교육과정 결정에서도 참여의 원리를 구현하는 방법이 되는 것을 확인하였다. 둘째, 교육과정 결정과 주민의 요구에 대한 법적 현황에 대해 살펴보았다. 초․중등교육법 제23조에서는 교육과정 결정에서 주민의 요구를 반영할 수 있는 체제가 부족하였고, 지방교육자치에 관한 법률에서도 마찬가지 현상으로 분석되었다. 셋째, 주민의 요구와 교육과정 편성에 대해 논의하였다. 여기서는 부모의 교육책임과 주민의 요구, 교육과정 편성과 교사집단 및 주민, 지방자치와 주민의 요구에 대해 살펴보았다. 논의 결과 공교육 체제에서 지역 주민으로 부모는 학교 교육과정에 관여할 수 있는 주요 대상이었다. 부모가 학교 교육과정에 관여할 때, 교사집단과의 갈등이 있을 수 있음도 확인하였다. 그리고 지역의 경우에도 국가 교육과정과 마찬가지로 주민의 요구를 반영할 수 있는 제도적 장치의 정비가 요구되었다.This paper was designed as a study on curriculum organization and residents need. Educational independence is the basic issue of the organization of curriculum, and the local government has taken measures for the autonomy of the local education system. This paper were formed with three strategies: to know the autonomy of education and needs of residents; lack of system that reflects the demands of the inhabitants in article 23 of the Elementary and Secondary Education Act; and to know the parents of education responsibility, teachers’ and residents requirements, and local community requirements. Through this study, it is suggested that parents are the main subjects of education, especially with teachers and respect for the national attitude towards the national education system and local education system for local appeals.

Children of Migrants: The Cumulative Impact of Parental Migration on Children's Education and Health Outcomes in China.

Since the end of 1990s, approximately 160 million Chinese rural workers migrated to cities for work. Because of restrictions on migrant access to local health and education systems, many rural children are left behind in home villages to grow up without parental care. This article examines how exposure to cumulative parental migration affects children's health and education outcomes. Using the Rural-Urban Migration Survey in China (RUMiC) data, we measure the share of children's lifetime during which parents were away from home. We instrument this measure of parental absence with weather changes in their home villages when parents were aged 16-25, when they were most likely to initiate migration. Results show a sizable adverse effect of exposure to parental migration on the health and education outcomes of children: in particular, boys. We also find that the use of the contemporaneous measure for parental migration in previous studies is likely to underestimate the effect of exposure to parental migration on children's outcomes.

Negotiating global citizenship, protecting privilege: western expatriates choosing local schools in Hong Kong

We examine school choices made by western expatriate parents in post-colonial Hong Kong in order to understand the essence of imagined global citizenship and its implications for existing ethnic and class inequalities in the education system. Responding to changes in the global job market, a small but increasingly visible group of parents are seeking to challenge what they see as the constraints of expatriate life by developing global opportunities for their children through Cantonese language acquisition in the local education system. Drawing on the sociological literature on school choice and middle-class identity, we argue that these parents are negotiating for themselves a global imaginary in which cultures can easily be traversed and social class is levelled. But such global desires, we suggest, can also replicate colonial privilege in a way that marginalises poorer schools and other ethnic minorities in the education system.

Capacity Building or Market Demand? Transnational Teaching in China

Since the 1990s when transnational institutions and programmes (TNIPs) proliferated in China, they have been closely related to the capacity building of the local higher education system. The government encourages local higher educational institutions (HEIs) to import educational resources from overseas partners and to innovatively transplant the partners’ good practices into local programmes. The study reported here uses Shanghai as an example to explore the teaching and learning process of TNIPs in China. TNIPs are found to respond mainly to market demands rather than to the governmental intention of capacity building. When making efforts to fulfil the needs of students, TNIPs sacrifice the construction of their academic ability and therefore are unable to serve as examples for local HEIs.

Reflections on the Umbrella Movement: Implications for civic education and critical thinking

The 2014 Umbrella Movement was one of the most significant social and political events in recent Hong Kong history. This paper offers some initial reflections on the connections between the movement and broader issues related to civic education, critical thinking, and theories of education. First, it is suggested that the movement closely resembles a form of civic education known as ‘action civics,’ offering an alternative pedagogy that might encourage more authentic civic participation. Second, the movement raises questions about how the teaching of critical thinking can be made more practically relevant to modern citizenship. Third, the deep political polarization associated with the movement indicates that civic education and critical thinking training need to pay attention to cognitive biases that affect political ideology. Finally, the Umbrella Movement reflects the failure of democratization in Hong Kong and coincides with increasing political pressures on the local education system. We discuss how political reality connects to issues about democratic education, critical pedagogy, and the idea of political neutrality in education.

Developing mainstream resource provision for pupils with autism spectrum disorder: parent and pupil perceptions

The diverse needs of pupils with autism spectrum disorder (ASD) have led to a continuum of educational provision being promoted in many countries, and which is often developed at a local level. The majority of children and young people with ASD in the UK attend mainstream schools, and resourced mainstream schools are increasingly part of this continuum of provision. These schools offer additional environmental modifications and adult support over and above that normally provided by mainstream schools. How parents and pupils perceive such provisions has not previously been investigated. The current study was designed to explore the perceptions of parents and pupils in five primary and three secondary resource provision schools in one Local Authority during the pupils’ first year at the provisions. A series of interviews took place with 16 parents and 9 pupils during this initial year. Data were analysed using inductive and deductive thematic analysis. Bronfenbrenner’s bio-ecosystemic theory was used to conceptualise and organise the complex interactions between home, local education systems, school systems and sub-systems, and their impact on pupil outcomes over time. Findings and implications are discussed in relation to theory and practice.

The discursive construction of superintendent statesmanship on Twitter

The modern school superintendent fulfills a unique role in the U.S. public education system. He or she is structurally empowered as the de facto head of the local educational system, thereby granted with a certain amount of trust and authority regarding educational issues. At the same time, the superintendent is, in most cases, an employee of a politically appointed school board. While norms have traditionally encouraged superintendents to use caution with respect to political discourse (Boyd, 1974), social media has created a new platform upon which they can reach a broad range of stakeholders regarding many issues, including politics. This study seeks to better understand the emerging practice of political discourse by superintendents on Twitter. Employing discursive psychology principles (Potter & Wetherell, 1992), I will analyze the political tweets of superintendents and position current practices in relation to established role conceptualizations of the position. Findings include that superintendents utilize Twitter as a tool to establish their positions as political insiders and as advocates for students.