Public Education Policies Research Articles

Right to read: what we can learn from neurosciences to augment childhood and literacy policies1

Abstract Early adverse experiences are associated with a diverse range of health and learning issues, and scientific evidence suggests that they might have a long-term impact on the developing brain. Poor socioeconomic conditions also appear to reinforce stress-inducing experiences related to adversity and are connected to a disadvantageous literacy environment. There are indications that these factors play a role in early cognitive gaps in essential literacy skills that might place children in a cumulative disadvantage path in literacy and consequent academic trajectory. This literature review analyzes the effects of early adverse experiences, such as poverty, violence, abuse, neglect, and hunger, on the development of key brain areas and cognitive skills related to reading to propose policies that, following neuroscientific knowledge, can contribute to minimizing the impacts caused by such stressors on the academic trajectory of vulnerable students. Historically in Brazil, the impacts of stressors are vaguely considered in the formulation of education public policies. Understanding how such negative experiences influence neurodevelopment and seeking actions to combat them can be the key to providing healthy cognitive development and guaranteeing children’s right to reading.

The Influence of Educational Public Policies in the Prevention of Crimes in the Persons Private of Liberty, PPL, of the Bellavista Social Rehabilitation Center (CRS) of Santo Domingo De Los Tsáchilas

The Influence of Educational Public Policies in the Prevention of Crimes in the Persons Private of Liberty, PPL, of the Bellavista Social Rehabilitation Center (CRS) of Santo Domingo De Los Tsáchilas

Abstract 1638: Integrating Public Policy Education in the Biochemistry Curriculum

Abstract 1638: Integrating Public Policy Education in the Biochemistry Curriculum

중도입국ㆍ외국인가정 청소년 한국어교육에 관한 학부모의 경험 분석

This study aims to analyze children’s education experience of parents of immigrant youth and foreign family children, and seek ways to children’s improved access to public education. As the number of multicultural students is steadily rising, and the number of Korean language classes in the multicultural education support plan of the Ministry of Education is increasing, it is necessary and meaningful to shed light on education for them and present ways of improvement of the Korean language public education policy. Based on interviews with parents of immigrant youth and foreign family children about emotional stability, study, communication, Korean language education, sociocultural adaptation, and self-management, unlike existing studies, opinions about difficulties that parents can perceive through children’s actual experience, how they can cope with such difficulties, and improvements were categorized and analyzed with a focus on three problems. Based on this, ways of improving Korean language education policy in public education were suggested.

Public policy education in Asia: convergence and divergence

ABSTRACT Asia’s global rise highlights a host of policy opportunities and challenges. Historically, the region’s developmentalist governments were single-minded of purpose, aiming principally for rapid economic growth. As growth stabilized and economies matured, a variety of other concerns – environmental, social, and political, among others – began to warrant policy intervention. Public administrators in Asia now operate in a setting of increasing complexity amidst an array of conflicting policy mandates. Accordingly, policy education and training are as crucial to Asia’s continued rise as they were in the early stages of emergence decades ago. This article and the special issue it introduces address several key elements characterizing the rise of policy education in Asia, including how policy educational practices have converged and diverged, how they have responded to situational mandates, and how they are now asserting a unique disciplinary identity.

Professional education in state schools in Brazil, North and Amapá, between 2012 and 2022: a brief review

Brazilian state governments are responsible for providing secondary public education, both formal and EPT. The federal government, however, is the main regulator of public policies in education, through the Ministry of Education and Culture (MEC)[6]. The objective was to carry out a bibliographic review on professional education in state schools in Brazil, in the North and in Amapá, between 2012 and 2022. It was carried out in research databases such as Google Scholar, Periodicals CAPES, Mendeley – Reference Management Software, and Scientific Electronic Library Online – SciELO, between 2012 and 2022. Using the selected descriptors, 52,854 scientific documents were found, of which 11 met the requirements and are part of this review. The Federal Government invested in the expansion and expansion of the EPT and most Brazilian states requested this technical and financial assistance. Efficient supervision of financial resources transferred to states is almost non-existent. This implies discontinuing actions aimed at strengthening, expanding and expanding EPT in the states and updating data by the State Departments of Education in the National Information System for Professional and Technological Education (SISTEC). EPT goes beyond education for marketing purposes. In the state network it needs to be public, polytechnic and of quality. It is necessary to have and carry out more studies and surveys in order to have a greater number of consolidated data about it, and thus increase the understanding of what EPT is like in state education networks in the country.

HISTORICAL ROADS OF PUBLIC POLICIES FOR EDUCATION IN THE BRAZILIAN SCENARIO WITH EMPHASIS ON THE MAIS EDUCAÇÃO PROGRAM

The present text named “Historical Paths of Public Policies for Education in the Brazilian Scenario with Emphasis on the Mais Educação Program”, is the result of a research developed at FICS - Interamericana Facultad de Ciencias Sociales of the Postgraduate Program in the Master of Science in Sciences. of Education - whose general objective is to analyze in a critical-reflexive way the Mais Educação Program, about the activities carried out at the Municipal School Benjamin Farah in the municipality of Bom Jesus da Lapa - BA. This is an excerpt from the dissertation carried out which deals with this theme in which, specifically, it has as its main function to identify the situation of the educational space and the service in relation to the offer of activities of the Mais Educação Program in the researched school. For this, the qualitative methodology was adopted as a guideline, which is engendered in the analysis of historical, hybrid, complex and antagonistic social phenomena that produce the most diverse social transformations. A priori, bibliographic sources were used in articles, texts and books to collect the necessary information and elaborate the guiding data of the research, as basic elements that historicize the context of the Mais Educação Program and the struggle for the effectiveness of this modality, as a public policy, which will enable the expansion of knowledge in line with what is prescribed. The research results reveal that the way in which the Mais Educação Program was implemented in the researched school needs adjustments to effectively serve the students with quality and carry out the actions in a significant way. In this work, paths are pointed out by which we believe that the PME can contribute to emancipation, as we believe that the transformation of this situation in which the students find themselves can only be carried out with the change of public educational policies and a more humanist and holistic view.

Reluctant State Agents: Schoolteachers and Governing Authorities in Post‐Coup Honduras

AbstractThis article examines how teachers in post‐coup Honduras reluctantly complied with legislation with which they disagreed. New laws passed after the June 2009 military coup decentralized and privatized government funding by requiring that teachers solicit money for school infrastructure projects from municipal governments and private companies instead of from the Ministry of Education. This article demonstrates how teachers drew on their situated knowledge of state procedures and reluctantly engaged in clientelist relations with coup‐supporting politicians, who most teachers despised given their own involvement in the anti‐coup resistance movement. Anthropologists and others often emphasize the “top‐down” nature of how neoliberalism gets imposed and how state policies get implemented. In the case of public education policies in post‐coup Honduras, however, the same individuals responsible for implementing neoliberal legislation also actively protested against neoliberalism and the patronage of rich politicians in general. The analysis of teachers’ simultaneous critique of and engagement with clientelism is illuminative of how state agents in other contexts may end up implementing legislation with which they disagree. While not denying the global scope of neoliberal policies, this article advances scholarly knowledge of how frontline state agents implement state policies.

Universities’ efficiency and the socioeconomic characteristics of their environment — Evidence from an empirical analysis

This paper investigates how the efficiency of universities is affected by the characteristics of the territory in which they operate. The theoretical framework combines two perspectives: (1) the resource dependence theory, suggesting that the location of university can determine the amount of resources available to it; (2) institutional isomorphism, according to which the characteristics of other higher education institutions located in the same area may shape the university production function and the efficiency of its operations. In order to test this framework we use data on Russian universities and a non-parametric conditional order-m efficiency estimator with two categories of contextual variables. The first group includes the social, economic and cultural characteristics of the region where the university is located, while the second deal with the characteristics of other higher education institutions located in the same region. The main contribution of this paper is that it applies efficiency models that incorporate exogenous factors associated with a geographical area in context of higher education. Our findings highlight that the managerial efficiency of universities is strongly associated with the contextual factors of the environment in which they are embedded. Important policy implication of this result is that different public policies in higher education should treat particular universities differently depending on characteristics of context in which they operate.

Educational Assessment: Saeb, its objectives, purposes and repercussions

The article deals with the Basic Education Evaluation System (Saeb), considered the forerunner of external exams to measure the performance of students and educational networks. By discussing the official documents that deal with the Saeb Public Education Policy, we seek to understand the sociopolitical and pedagogical aspects of External Evaluation in Basic Education, as well as the role of Saeb in the Brazilian educational system, through documentary analysis. of the reference points — Version 1.0 (Brazil, 2018), accompanied by a review of the literature. The results indicate that the Saeb brings with it nuances of neoliberal ideology by establishing a standard of competence to be achieved by students, in addition to being subject to the logic of productivity, with the consequent classification of participating schools. It is concluded that the External Evaluation is a possibility to collect information about the reality of Education to guarantee the teaching of social quality to the students.

Entrepreneurship in public administration and public policy programs in Germany and the United States

The following contribution hypothesizes that it is crucial for future professionals in public administrations and organizations to be familiar with the concepts, tools, and techniques of policy, public, and social entrepreneurship to address societal, environmental, health, and wicked problems in an innovative and sustainable way. Attention is drawn to the importance of entrepreneurship as an essential asset and feature of public administration and public policy education at higher educational institutions in Germany and the United States. The paper aims at filling a research gap because knowledge about the interrelationships between entrepreneurship and public administration and public policy education is still underdeveloped. Emphasis is put on the discussion why entrepreneurship should be incorporated in curricula and how study programs have been designed or reformed, while placing emphasis on entrepreneurship in meeting current and complex challenges in the public sector. Findings from a systematic online assessment are presented which show whether and how policy, public and social entrepreneurship are taught as an integral element of current governance and public policy study programs and what difference it makes teaching and learning wise. The findings reflect a high demand for entrepreneurship education by public administration and public policy students, on the one hand, and a low incorporation in curricula, on the other hand. Two case studies from Germany and the United States are presented which serve as good practice examples on how to transfer public, policy, and social entrepreneurship into curricula.

A RELAÇÃO TEORIA E PRÁTICA NAS POLÍTICAS EDUCACIONAIS PARA A FORMAÇÃO DOCENTE NO BRASIL

This study has as its theme the relationship between theory and practice in educational policies for teacher educator. The problem that guides the reflection seeks to elucidate the following question: How do educational policies contribute to the relationship between theory and practice in teacher educator? Thus, the objective of this article is to analyze how educational policies contribute to the relationship between theory and practice in teacher education. This article has a bibliographic study as a methodological proposal, as it articulates, throughout the analysis, the theoretical references with the regulations for teacher training from 2001 to 2019, questioning the relationship between theory and practice in public educational policies. Among the results of the study, different conceptions of the relationship between theory and practice, evaluation and curriculum are evident, as the current social and political situation has increasingly deepened the subordination of education to the financial market through new regulations for Education Basic and for teacher educator.

Unpacking the language demands in academic content and English language proficiency standards for English learners

ABSTRACT In U.S. K-12 public schools, educational policy and practice for English learner (EL) students center around two sets of academic standards: English language proficiency (ELP) standards and content standards such as in English language arts and mathematics. This study examined the types of language demands manifested in those standards in Grade 5. Additionally, we investigated perceptions of both general education and ESL teachers about the language demands in the standards and the challenges in implementing the standards with EL students. Overall, a large overlap was found between academic content standards (particularly, English language arts) and ELP standards in terms of language functions with a heavy emphasis on integrated language skills and interaction skills. The teacher data indicate there is a strong desire for professional learning to better understand the language demands in the standards and to support the systematic collaboration between content-area and ESL teachers. Implications for practice and research in addressing the language demands in academic standards for appropriate EL education are discussed.

Likelihood of Adolescents Trying Conventional or Electronic Cigarettes Varies with Their Use and Perception of Harm and Addictiveness of Other Tobacco Products, Including Cigars.

Developing a comprehensive understanding of tobacco product use among adolescents requires information about the use of conventional cigarettes; electronic cigarettes (e-cigarettes); other tobacco products such as cigars, little cigars, and cigarillos (CCLCs); and smokeless tobacco. In particular, the use of products other than cigarettes may have important implications for additional smoking-related behaviors and the health of students and adolescents. The National Youth Tobacco Surveys for 2017, 2018, and 2019 were aggregated to analyze the characteristics of middle school and high school students who had used tobacco products, such as CCLCs. Information collected included age, sex, race, and perceptions about harm and addiction related to tobacco products. Multiple logistic regression models were used to evaluate the associations between having used conventional/e-cigarettes and having used CCLCs, while adjusting for the perceived harm of conventional/e-cigarettes, sex, age, and other risk factors. These combined surveys included 50,172 responses; 6836 respondents (13.6%) had tried CCLCs. Male students used these products more frequently than female students. Students in older age groups (15, 16, 17, and 18 and older,) had used these products more frequently than younger students. The odds for students in this CCLCs subgroup trying conventional cigarettes decreased in those who thought that conventional cigarettes could cause "some harm" or "a lot of harm." The odds for having tried e-cigarettes in the CCLCs subgroup decreased in those who thought that e-cigarettes could cause harm and increased in those who thought that conventional cigarettes could cause "little harm" or "a lot of harm." More than 10% of middle school and high school students have used CCLCs. The majority of students in this subgroup also have used either conventional cigarettes or e-cigarettes. Understanding possible harm with cigarette use is significantly associated with the reduced use of conventional and e-cigarettes, and using CCLCs independently contributes to the increased risk of using conventional and e-cigarettes. The frequent use of several tobacco products makes surveys in this age group more complicated and indicates that educational efforts and public policies regarding tobacco need to include all tobacco products.

Stimulasi Tumbuh Kembang Pada Anak Balita dengan Sosial Ekonomi Rendah Selama Pandemi Covid-19 : A Scoping Review

Stimulation of growth and development in children under five during the COVID-19 pandemic significantly affects growth and development stimulation disorders. Disorders of growth and development in children under five can be influenced by families who have low socioeconomic status. Therefore, the government is expected to implement additional public health and education policies, especially for those in low-income families. The objective is to review the stimulation of growth and development in children under five with low socioeconomic status during the covid-19 pandemic. Scoping Review methode using the PRISMA-ScR framework; scoping review questions with the PICO framework; search for articles through relevant databases, namely Pubmed, Science Direct and Wiley, Critical Appraisal using the MMAT tool. Based on the 961 search results there are 10 articles that match the inclusion criteria in this study are as follows: original research articles, research studies using this approach qualitative and quantitative, articles published in English or Indonesian, articles published in the last 2 years in 2020-2021 during the COVID-19 pandemic, in this review there are two main themes, namely socio-demographic and child-rearing patterns. Low socioeconomic and low income are factors that stimulate growth and development where the prospects for completion can achieve prosperity and prosperity in resource associations. Stimulation and food limitations are closely related to parenting patterns where parents can fulfill toddlers' nutrition and stimulate their intelligence. During the COVID-19 pandemic, health workers and cross-sectors sought to implement health and early public education specifically for low-income families. However, it is necessary to carry out further research related to low economic status, low income and limited food, because these are the main factors in decreasing growth and development stimulation of children under five during the COVID-19 pandemic.

Policy education in South Korea and Japan: similar beginnings but different directions?

ABSTRACT Examining the evolution of public administration and policy education in South Korea and Japan, this study analyzes how such education in the two countries has developed in response to social needs as well as socioeconomic and political changes. In both South Korea and Japan, public administration and policy education originated as a type of law education, but policy education in Korea has developed as a subdiscipline of social science that focuses on improving the ability of social problem-solving, while policy education in Japan evolved under the umbrella of law education longer than Korea and focuses mainly on training elite bureaucrats with a high level of management ability and capacity. The results of this diachronic comparative study of professional and institutional development as well as academic characteristics (i.e., curriculum and students) indicate that different political and social environments as well as educational backgrounds of faculty members have been primary drivers of the divergence of policy education in the two countries.

The Association between the Burden of PM2.5-Related Neonatal Preterm Birth and Socio-Demographic Index from 1990 to 2019: A Global Burden Study.

Background: Preterm birth (PTB) leads to short-term and long-term adverse effects on newborns. Exposure to fine particulate matter (PM2.5) was positively related to PTB. However, the global annual average PM2.5 was three times than the recommended value in 1998–2014. Socio-demographic index (SDI) is a new indicator that comprehensively reflects the overall development level of a country, partly because of “the epidemiological transition”. Among other countries with higher and similar SDI levels, policy makers have the opportunity to learn from their successful experiences and avoid their mistakes by identifying whether their burdens of disease are higher or lower than the expected. However, it is unclear about the trends of the burden of PM2.5-related preterm birth in different countries and different levels of SDI regions. Additionally, the relationship between the SDI and the burden in 1990–2019 is also unclear. Methods: This was a retrospective study based on the Global Burden of Disease Study 2019 (GBD2019) database from 1990 to 2019. The burden of PM2.5-related PTB was measured by the age-standardized mortality rate (ASMR), age-standardized disability-adjusted life years rate (ASDR), mortality rate, and the disability-adjusted life years (DALYs). The annual percentage changes (APCs) and the average annual percentage changes (AAPCs) were used to reflect the trends over the past 30 years, which were calculated using a joinpoint model. The relationships between the ASMR, ASDR, and SDI were calculated using a Gaussian process regression. Findings: In 2019, the entire burden of PM2.5-related PTB was relatively high, where the ASMR and the ASDR were 0.76 and 67.71, increasing by 7.04% and 7.12%, respectively. It mainly concentrated on early neonates, boys, and on low-middle SDI regions. The increase in the burden of PM2.5-related PTB in low and low-middle SDI regions is slightly higher than the decrease in other SDI regions. In 2019, the burden varied greatly among different levels of SDI regions where ASMRs varied from 0.13 in high SDI regions to 1.19 in low-middle regions. The relationship between the expected value of the burden of PM2.5-related PTB and SDI presented an inverted U-shape, and it reached the maximum when SDI is around 0.50. The burdens in four regions (South Asia, North Africa and the Middle East, western sub-Saharan Africa, and southern sub-Saharan Africa) were much higher than the mean value. Boys bore more burden that girls. The sex ratio (boys:girls) of the burden showed a dramatically increasing trend in low SDI regions and a decreasing trend in middle SDI regions and high-middle SDI regions. These differences reflect the huge inequality among regions, countries, ages, and sex in the burden of PM2.5-related PTB. Conclusion: The overall burden of PM2.5-related PTB in 2019 was relatively high, mainly concentrated on early neonates, boys, and on low-middle SDI regions. It showed an increasing trend in low-middle and low SDI regions. The association between the burden and the SDI presented an inverted U-shape. It is very necessary to promulgate policies to prevent and control air pollution in countries with large and increasing exposure to PM2.5 pollution because it does not need action at an individual level. Focusing on public educational interventions, public and professional policies, and improving accessibility of prenatal care are other feasible ways for low and low-middle SDI countries. Policy makers should also appropriately allocate medical resources to boys and early newborns.

Protocol for a multicenter-cluster randomized clinical trial of a motor skills intervention to promote physical activity and health in children: the CHAMP afterschool program study

BackgroundPromoting health-enhancing and sustainable physical activity levels across childhood and adolescence contribute to positive health outcomes as an adult. This study will aim to: a) examine the immediate (pre- to post-intervention) and sustained (1-year post-intervention follow-up) effects of the Children’s Health Activity Motor Program-Afterschool Program (CHAMP-ASP) on physical activity, motor competence, and perceived motor competence relative to the comparison ASP, b) examine the immediate and sustained effects of CHAMP-ASP on secondary health outcomes, specifically health-related physical fitness (i.e., cardiorespiratory fitness, muscular strength, percent body fat) and weight status compared to children in the comparison ASP, and c) determine if perceived motor competence mediates the effect of CHAMP-ASP on moderate-to-vigorous physical activity.MethodsThis multicenter cluster randomized trial will be implemented by ASP staff and will be conducted in ASPs located in two city-based cohorts: East Lansing/Lansing and Ann Arbor/Ypsilanti, Michigan. Children (N = 264) who are K-2 graders will participate 35 min/day X 3 days/week for 19 weeks (1995 min) in their afterschool movement program (i.e., CHAMP-ASP vs. comparison). The research team will train ASP staff to implement the program, which will be delivered within the existing ASP offering. Measures of physical activity (accelerometer), motor competence (process and product measures of fundamental motor skills), health-related fitness, perceived motor competence, and anthropometry will be collected pre-, immediately post-, and one-year post-intervention. Random-effects models will be used to assess the clustered longitudinal effect of the intervention on outcome measures.DiscussionThe long-term goal is to provide a sustainable, ecologically-relevant, and evidence-based program during the early elementary years that can be delivered by ASP staff, is health-enhancing, and increases physical activity in children. Findings hold the potential to help shape public health and educational policies and interventions that support healthy development and active living during the early years.Trial registrationClinicalTrials.gov Identifier NCT05342701.Ethics and disseminationEthical approval was obtained through the Health Sciences and Behavioral Sciences IRB, University of Michigan (HUM00208311). The CHAMP-ASP study is funded by the National Institutes of Health. Findings will be disseminated via print, online media, dissemination events, and practitioner and/or research journals.

The prevalence of and potential risk factors for Developmental Language Disorder at 10 years in the Raine Study.

This study sought to determine the prevalence of Developmental Language Disorder (DLD) in Australian school-aged children and associated potential risk factors for DLD at 10 years. This study used a cross-sectional design to estimate the prevalence of DLD in Generation 2 of the prospective Raine Study. Participants included 1626 children aged 10 years with available language data. Primary outcomes included variables matching diagnostic criteria for DLD. Associations of other potential prenatal and environmental variables were analysed as secondary outcomes. The prevalence of DLD in this sample was 6.4% (n=104) at 10 years. This sub-cohort comprised 33.7% (n=35) with expressive language deficits, 20.2% (n=21) with receptive language deficits, and 46.2% (n=48) with receptive-expressive deficits. No significant difference in sex distribution was observed (52.9% male, p =0.799). Children who were exposed to smoke in utero at 18 weeks gestation were at increased risk of DLD at 10 years (OR= 2.56, CI = 1.23-5.35, p =0.012). DLD is a relatively prevalent condition in Australian children, even when assessed in middle childhood years. These findings can inform future research priorities, and public health and educational policy which account for the associations with potential risk factors.

Costa Rica (1821–2021): De la independencia a su bicentenario

Costa Rica (1821–2021): De la independencia a su bicentenario