Public Education System Research Articles

Strategic project management for digital transformations in public sector education systems

This review paper presents a strategic framework for project management in digital transformations within public sector education systems. The framework emphasizes key components such as needs assessment, stakeholder engagement, project planning, change management, resource allocation, risk management, project execution, and outcome evaluation. Practical examples, including implementing a learning management system and digital inclusion initiatives, demonstrate the framework's application in real-world scenarios. The research contributes to the field by providing a comprehensive guide for decision-making and project planning, emphasizing the importance of maximizing impact and efficiency in digital transformation projects. The implications of the research findings for practitioners and policymakers are discussed, highlighting the framework's potential to drive successful digital transformation initiatives. Recommendations for future research include long-term impact assessment, change management strategies, scalability and sustainability, ethical and privacy considerations, hybrid learning environments, and teacher professional development. Keywords: Strategic Framework, Project Management, Digital Transformations.

한국 청소년의 문화·예술경험과 정의적 성취

Objectives This study aims to examine the disparities in cultural and artistic experiences among adolescents ac-cording to gender and family background. It seeks to clarify the longitudinal relationship between cultural and ar-tistic experiences and affective achievements, shedding light on the growing issue of educational inequality in Korean society. Methods Using the Korean Children and Youth Panel Survey 2018 Middle School Panel, structural equation models with fixed effects were applied to examine the longitudinal relationship between adolescent cultural and artistic experiences and affective aspects such as happiness, self-esteem, and life satisfaction. Results Descriptive statistical analysis showed that female students and those with parents of higher educational and income levels had significantly higher levels of cultural and artistic experiences. Meanwhile, the positive rela-tionship between cultural and artistic experiences and affective achievements was more pronounced among male students. Specifically, for male students, the relationships between cultural and artistic experiences during the past year and current life satisfaction, happiness, and self-esteem were statistically significant, and the creativity was positively significant for both male and female students. Conclusions The research findings demonstrate the gap in cultural and artistic experiences among adolescents across social classes, and the longitudinal relationship between the experiences and adolescents' affective development. It supports the need for enhanced accessibility to cultural and art education through public educa-tion systems.

체제 전환과 통합 전환의 루마니아 교육

Due to changes in ideology and policy, the Romanian education system is divided into three distinct periods: the period from modern times to 1944, the socialist education system from 1944 to 1989, and the great transition period after 1989. While the first period was characterized by the expansion of the public education system and progress in improving curriculum and teacher education programs, the second period was characterized by the nationalization of all educational institutions, extreme centralization through a unified basic curriculum and textbooks, excessive politicization, and an emphasis on abstract teaching methods. The period of socio-political and economic change in Romania after 1989 led to the reform of the education system, with pressures on the market economy and the restoration of democratic principles, pressures imposed by the Bologna Process. During the transition period, there were many changes in the curriculum, public and private educational institutions, retraining and mobility of teaching staff, and infrastructure. The responses of the Romanian education system to new variables and opportunities were partly immediate and partly gradual, depending on the interlocking circumstances and interests. The reform process, including new challenges and social risks during the transition period, was difficult, slow, and complex, influenced by economic, political, and social conditions. However, Romanian education during the integration transition period symbolized by the Bolona Process and EU membership became a stepping stone for successful reform. In this process of integrated transformation, Romanian education continues contemporary ongoing educational reforms by embracing a unified three-level degree program (Bachelor’s, Master’s, Doctoral programs), ECTS (European Credit Transfer and Accumulation System) & EQF (The European Qualifications Framework), as well as providing internationalization and mobility programs in higher education.

국제 바칼로레아 초등 프로그램(IB PYP)의 종단적 효과: 초등학생의 학업성취도와 학습동기에 미치는 영향

Despite the burgeoning enthusiasm for the implementation of International Baccalaureate (IB) education within the Korean public education system, there is a paucity of research investigating the effects of IB PYP on student learning outcomes. In order to reduce the research gap, we conducted a longitudinal study to track the progress of 212 third-grade students at IB PYP World Schools over a period of three years. Using a propensity score matching method with socioeconomic status and private tutoring experiences as covariates, we statistically sampled 212 third graders attending to non-IB PYP schools as a control group. The results from repeated-measure analyses of variance revealed that students attending IB PYP schools exhibited superior academic achievement and motivation in Korean language and mathematics, compared to students in non-IB PYP schools. The impact of the implementation of the IB PYP was more pronounced when students were third graders than when they were fifth graders.

청소년의 관계형성역량 향상을 위한 가정과교육의 방향 탐색

The purpose of this study is to explore the direction of home economics education and provide specific implications to help adolescents develop relationship competency. For this purpose, the contents of Korea's character education and UK's relationships education curriculum were analyzed, and the results are as follows. Character education in Korea focused on character education values such as responsibility, respect, consideration, and communication throughout the public education system. These contents were largely consistent with the learning content elements for cultivating relationship-competency in home economics education. UK's relationships education at the primary and secondary levels were similar to that of home economics education in middle school in Korea in its goals and learning contents for understanding and maintaining healthy relationships. However, differences existed in areas of safe relationships, setting boundaries with others, comprehensiveness of sex education content, rights to refuse sex education, and education content based on equal rights. Based on these results, this study concludes that the concept of education on relationships needs to be defined, the composition of educational content should be systematically developed, and further research on the development of teaching and learning methods and learning programs that can elicit and internalize students' attitudes and changes is needed. In addition, insights were gained regarding additional educational contents and considerations to take into account.

“You have to learn the language of where you are”: language policies, ideologies, and the educational experiences of Puerto Rican transnational youth

Abstract Transnational movement to and from the United States is a social phenomenon that impacts all aspects of life in Puerto Rico. This includes language and education for minors who move back and forth between both locations. The present investigation focuses on the educational experiences of first-generation Puerto Rican transnational students in the public education system in Puerto Rico. The data presented are part of a larger ethnographic study conducted in two public schools in western Puerto Rico with transnational students and the analysis encompasses the language policies established for this student population and resources available to them as they adjusted to a new educational setting. Although translingual practices were the most effective source of support observed for participants in the study this option was not always available. Due to the lack of an efficient support system for transnational students in schools this responsibility was relayed to teachers and their decisions were primarily informed by their own language ideologies and their life experiences.

FEATURES OF THE SCHOOL SYSTEM DEVELOPMENT IN CHUVASHIA IN 1959–1965

The topic of general education school is relevant today, because in any historical period of the country’s development, education and upbringing of the younger generation are the basis for raising decent citizens, patriots of their country. The purpose of the study is to analyze the historical experience of reforming school education in accordance with the School Act dated 1958. Materials and methods. The scientific literature and normative legal acts of the Ministry of Education of the RSFSR, the Ministry of Education of the Chuvash ASSR were studied; based on the results of their analysis the historical prerequisites influencing the comprehensive school formation are examined. In the process of analyzing the school education reform, it was necessary to refer to materials on the history of forming the teaching staff to work in the country’s general education schools, kept in the State Historical Archive of the Chuvash Republic. General theoretical methods were used in the work. Study results. On December 24, 1958 the Supreme Soviet of the USSR adopted the Law «On strengthening the connection of schools with life and on further development of the public education system in the USSR», which marked the beginning of school reform, which lasted until the mid-1960s. In the Chuvash ASSR, implementation of the law began immediately after its adoption. New schools were built in the republic, and their material and technical base was improved. In 1959, seven–year schools were reorganized into eight-year schools, and ten-year schools were reorganized into secondary vocational schools with polytechnic training. In 1960–1965, some organizational measures were taken to improve the nutrition of schoolchildren. During the reforms, the number of teachers with special education increased. Educational work solved issues related to labor education, enterprises began to provide schoolchildren with jobs in workshops, which gave them the opportunity to engage in practical work. Positive developments were observed in the public educational system. Conclusions. When implementing the law on close connection of schools with life, the image of schools and teachers in the minds of the Soviet people was changing. In general, we can note the positive experience of reforming school education in the Chuvash ASSR by the second half of the 1960s. The ideas put forward in those distant years and the experience gained are relevant in modern society in upbringing and educating children.

Developing educational policies for public education system in Palestine in light of Finland’s experience: A Comparative Study

تهدف الدراسة إلى تطوير السياسات التعليمية لنظام التعليم العام في فلسطين في ضوء خبرة فنلندا. وقد تم اعتماد المنهج المقارن كمسار منهجي شامل يتضمن مداخل متعددة للمعالجة التربوية المقارنة، وأشارت نتائج الدراسة إلى عدم وضوح رؤية وفلسفة التعليم الفلسطينية، واعتماد مصادر تمويل التعليم على الجهات المانحة، وتدني الميزانية المخصصة للتعليم من إجمالي الدخل القومي الفلسطيني، وتردي أوضاع المعلمين وأجورهم، وكثافة الطلبة في الصفوف الدراسية مما يقلل من فرص تقديم الدعم الفردي لهم ومن اكتشاف مواهبهم ورعايتهم، وضعف شراكة المجتمع في صنع القرارات وتصميم المناهج، وضعف جودة برامج التدريب وتعدد الجهات المسؤولة عنها، وعدم الإفادة من نتائج تقارير المتابعة والتقييم ، وغياب دور السلطات المحلية والبلديات في تمويل التعليم وإدارة شؤونه على مستوى المحافظات، وفي ضوء ذلك طورت الباحثة عددا من السياسات التربوية بالإفادة من الخبرة الفنلندية، وتوصي الدراسة بتبني تلك السياسات والعمل بها كإطار مرجعي موحد.

The parental role in intergenerational educational persistence: an empirical investigation with cross-country panel data

PurposeThe main aim of this study is to investigate the role of fathers and mothers in the intergenerational educational persistence for sons and daughters under two dimensions that characterize the clusters of countries: redistributive policy and governance.Design/methodology/approachData from the Global Database of Intergenerational Mobility (GDIM), hierarchical cluster analysis on principal components and panel regression are used in this study to estimate intergenerational educational correlation and to investigate its determinants related to the parents’ and descendants’ education variables in 93 countries grouped in four clusters. The empirical analysis is differentiated by gender combinations of parents and descendants.FindingsIn the clusters of countries characterized by high inequalities and poor governance, our findings show that the role of the fathers is stronger than that of the mothers in educational transmission; fathers and mothers are more influential for the daughters rather than for the sons; parental educational privilege is the main driver of intergenerational educational persistence; there is an inverse U-curve in the association between educational inequality of the parents and educational correlation for the sons. Differently, in the countries characterized by high income, low redistributive conflict and better governance, the role of the mothers is stronger and education mobility for the daughters is higher than that for the sons.Social implicationsThe authors’ results remark on the importance of social welfare policies aimed to expand a meritocratic public education system including schooling transfers for lower social class students and narrowing the gender gap in educational mobility between daughters and sons. Social welfare policies should also be oriented to spread high quality child care systems that help to foster greater women equality in the labor market, because the strength of educational persistence depends on the position of the mother in the economic hierarchy.Originality/valueThe distinctiveness of the paper can be found in the fact that this study investigates the parental role differentiating by gender and coupling hierarchical cluster analysis on principal components with panel regression models. This allows us to have a sample of 93 countries aggregated in four groups defined in two dimensions: redistributive policy and governance. Amongst the determinants of educational transmission, we consider not only education’s years of the parents but also other determinants, such as educational inequality and privilege of the parents. We also identify the effects of investment in human capital and educational inequalities for the descendants on education mobility.

The System of Public Education in Samarkand Oblast in the Period Between the late 19th and early 20th centuries

The System of Public Education in Samarkand Oblast in the Period Between the late 19th and early 20th centuries

The Public Education System in the Fergana Oblast in the Pre-Revolutionary Period

The Public Education System in the Fergana Oblast in the Pre-Revolutionary Period

Extensive Drug-Resistant Typhoid Fever Prevention and Management in Pakistan: A Challenge to Public Health

Typhoid fever is a bacterial infection that largely spreads through contamination in food and water, as well as close contact, and displays many cold-like symptoms in addition to more severe gastrointestinal, muscle, and life-threatening states. The emergence of a new, extensive drug-resistant (XDR) strain in Hyderabad, Pakistan in 2016 resulted in the need for stronger antimicrobials to combat the pathogen. Despite vaccination and contact tracing interventions, the multi-drug resistance and fitness of the H58 strain Salmonella enterica serovar Typhi contributed to rapid spread of typhoid fever in Pakistan. Vaccination is at the forefront of efforts attempting to combat XDR typhoid fever cases in Pakistan, and public education systems and schools should prioritize health classes that pertain to the spread of disease, and what steps individuals can take to be safe, as well as social media infographics circulated through Instagram and Facebook with popular hashtags to reach target audiences. A robust and forward-thinking approach needs to be taken by the Pakistani government to use its budget and international funding in the sectors of health and education to ensure disease prevention.

The System of Public Education on the Territory of Kharkiv Province in the XIX – early XX centuries. Part 2

The System of Public Education on the Territory of Kharkiv Province in the XIX – early XX centuries. Part 2

La relación entre ciencia y universidad por los liberales doceañistas: los orígenes de la Universidad Central de Madrid

The new social imaginary of science in the 18th century led to the funding of science and its teaching by the state. The Cádiz liberals took on the project of the Spanish Enlightment to introduce the new mathematical and natural sciences, considered as “useful sciences”, into education, in particular, in the universities. The Report written by Quintana in 1813 for the Cortes of Cádiz to organize the public education system envisioned to found a scientifically elitist university in Madrid, the “Central University”, which would contain the teaching of all the sciences and would serve to train the teaching staff of the other universities. The idea, however, came from Narganes de Posada. This Report waslegally embodied in 1814 in a draft decree, which was approved in 1821during de Three Liberal Years. In 1822, the Central University was created, but it lasted only a few months, until the idea was developed by the Isabelliane liberals when they took over the goverment again in 1833.

Beyond Hukou-Based Exclusion: Revisiting Rural Migrant Parents’ Active Agency in Educational Involvement and Impacts on Their Children’s Educational Trajectory

China has witnessed significant growth in the number of children affected by internal rural–urban migration. These children predominantly suffer from educational inequalities. Most relevant studies have primarily attributed such inequalities to hukou-based exclusion. However, the active agency of rural migrant parents in their reactions to such structural barriers has been downplayed in these studies. We conducted qualitative investigations with migrant parents, their children, and schoolteachers from a private migrant school in Beijing in 2014, 2015, and 2019. We found that in the post-2014 period, rural migrant children still faced increased and systematic marginalization in the urban public education system. Faced with this evolving policy context, most rural migrant parents proactively addressed the structural barriers to maximize the quality of education their children could receive. The data further suggests that the educational involvement of parents from disadvantaged backgrounds is likely to be shown in the school choice and enrollment process and is influenced by their economic conditions and social networks in urban and rural communities. This study contributes to understanding rural migrant parents’ differentiated abilities in educational involvement in the light of economic and social influences and the resulting precarity and increased mobility in their children’s educational trajectories.

A Study on the Application of the Integrated Theory and Practice Teaching Model in Public Administration: A Case Study of the Course “Simulated Training in Public Administration”

Public Administration, as a discipline emphasizing practical application, places significant emphasis on practical teaching within its academic framework. The effectiveness and comprehensiveness of the practical teaching system directly affect students’ capacity for practical application and their overall skill sets. This, in turn, is essential for the discipline’s ability to nurture innovative and practically-oriented professionals that meet the evolving needs of society. However, existing public administration education in China is predominantly confined by traditional educational concepts and teaching methods, leading to an overemphasis on classroom instruction which tends to prioritize theoretical knowledge dissemination. Consequently, the planning and implementation of practical teaching content, methodology, and duration are inadequate and lack coherence. This status quo has had a detrimental impact on the quality of talent development within the domain of Public Administration. Addressing this, there is an evident need to transcend prevailing educational concepts and teaching paradigms, integrating practical teaching as an integral element of the broader public administration education system. In this regard, the innovation of teaching methods is crucial to adapt proactively to the “new normal” of socio-economic development, underlined by the pivotal role of “innovation, creativity, and practical application” as vital benchmarks for evaluating talent development. This study explores the “Integration of Theory and Practice” model in the context of practical teaching for public administration, constructing a practical teaching framework that seamlessly unites theory and practice within the domain, placing students at the forefront and educators at the center. This model encompasses the alignment of teaching content, methodology, evaluation, and resources, achieving the “3+N” teaching effectiveness. By exemplifying the specific application of the Simulated Training in Public Administration course, it sheds light on the profound importance of the “Integration of Theory and Practice” model in enhancing the development of public administration and talent cultivation. The aim is to provide valuable insights for the reform of public administration education in China.

We are still separate and definitely unequal: reflections of urban school leaders

In 1954, the U.S. Supreme Court’s landmark ruling in Brown v. Board of Education overturned the “separate but equal” principle promulgated in 1896 in Plessy v. Ferguson. Yet, almost 70 years after Brown, schools continue to be segregated, and the structure of the public education system has fostered inequities across the nation. Although there have been legal challenges to the conditions and disparities within schools, many urban districts are still impacted by Plessy-like logic and policies that reflect white supremacy, essentially legitimizing social inequity. Stories of racial segregation, as well as unequal instruction and funding, continue to define many urban school districts. This paper will offer findings from in-depth interviews with urban school leaders. Their perspectives, examined through a critical race theory lens, highlight continued disparities and obstructions in access to literacy, education, and opportunity affecting Black students—demonstrating a separate and unequal public school system in the urban context.

Does an economic crisis deflate education bubble and inequality? Lessons from South Korea 1997–2020

Rapid education expansion has been a main driver of the remarkable economic growth in South Korea for last decades. However, in recent times, its excessive education credentialism is considered a hurdle against further developments. This study examined whether education bubble and inequality decreased during the Asian Financial Crisis 1997–98, the Global Financial Crisis 2008–09, and the COVID‐19 pandemic 2020. It tracked quarterly distributional changes in private education expenditure of Korean households with Changes‐in‐Changes. The findings indicate that Korean households postponed private education expenditure cut in the first quarter of the crises to prevent their children from falling behind in severe education competition. Then, they temporarily downsized it in the second quarter. During the pandemic, vulnerable students experienced higher fluctuations in private education expenditure than they did in previous crises closely related to disproportionate effects of the pandemic on household income and consumption expenditure. Therefore, this study suggests more expansionary measures for disadvantaged students to recover from a learning loss and improving the public education system as a fundamental measure to mitigate severe private education dependency.

The AKP and stealth Islamization in Turkey

ABSTRACT This article argues that the AKP has dismantled secularism in Turkey through stealth Islamization. Defined as incremental and top-down Islamization of social and political life, this process entails four processes: (1) institutionalization of Turkish Islamist political imaginary; (2) redesigning the Diyanet and public education system to spread Islamic beliefs and practices (da'wa); (3) the privileging of Muslim identity at the expense of secular choices, whose costs have increased substantially; and (4) return of Islam to the public space through changes in the built environment. This article unpacks these four processes, which entails AKP's colonization of the state to Islamize society.

Impact Analysis of Chinese Government Leadership in the Construction of a Public Service System of Preschool Education

Investment in preschool education is increasingly seen as a policy priority in middle and high-income countries due to the early benefits it provides children in their educational journeys. This article discusses the impact of recent increased investment in preschool education in China which has served as a correction to relative historical neglect. In this study a parental satisfaction survey evaluated the cost-sharing, equity of enrollment and quality of preschool education in a local urban governmental-led and multi-participant public service system of preschool education. In the context of the continued challenges of bridging gaps between policy and practice, results show that Government investment is beginning to have positive effects in terms of cost-sharing of preschool education with benefits to family incomes and significantly increasing the quality of preschool education. Parents of children in public provincial kindergartens provided higher satisfaction ratings for students’ development than parents of those in private provincial kindergartens. The article concludes by discussing the differing, but related roles of the Government and private providers in Chinese preschool education including the development of what is termed a “High-Quality Collaborative Education Ecosystem.”