Quality Of Public Education Research Articles

Integrating Contemporary Art in the PYP IB Curriculum to Open Dialogues About Cultural Diversity in Norway

What does it mean to open dialogues about cultural diversity using art in an international school in Norway? In the context of a changing Europe, cultural prejudices, sense of otherness as well as cultural and language barriers represent a challenge for educators. That is why, placing a special focus on progressive education, literacy and the humanities are key to designing a student-centered International Baccalaureate (IB) curriculum which is also inspired by the United Nations Sustainable Goals. What makes Norway’s private schools unique in comparison to other private schools that implement the IB curriculum is that a state-approved private school is 85% publicly financed. Within this context, Fagerhaug International School (in the region of Trondelag), has welcomed students coming from a wide variety of cultural and social backgrounds worldwide, and used art as a subject to integrate dissimilar cultures by opening dialogues about global issues, such as immigration. This means that many students in Norway can have access to quality public education within a multicultural environment whereby the community is enriched. The school can act as a cultural and political institution open to addressing local and global challenges to help shape a comprehensive model of the society. In this paper, three case studies are analyzed by using the theoretical approach of Diversity Pedagogy (Hernández Sheet, 2005) along with themes from theories related to democratic education (Freire, 2005). The article discusses the role of contemporary art in the teaching-learning process of art as a subject within Scandinavian socialism in the context of evolving Europe.

Roda de Conversa Meninas do IFG – Campus Itumbiara

Este artigo apresenta um relato de experiência de um projeto de ensino realizado com meninas adolescentes, alunas do Instituto Federal de Goiás - Campus Itumbiara. A metodologia utilizada para realização dos grupos foi a roda de conversa, com o intuito de proporcionar um espaço de interação discussão sobre cuidados relacionados à saúde física e mental, temáticas de gênero, empoderamento feminino e diversos temas que envolvem o adolescer. Realizando essas rodas de conversa, colaboramos com os objetivos do Instituto Federal de Goiás em proporcionar educação pública, gratuita e de qualidade na formação técnica integrada ao nível médio, em uma proposta interdisciplinar que busca correlacionar conteúdos e disciplinas além de dialogar sobre temáticas de interesse do público adolescente.

DECRETO nº 13.775, de 8 de outubro de 2020, que cria a Unidade Municipal de Educação Infantil Jorge Nassim Vieira Najjar

Diante de todas as contribuições do professor Jorge Nassin Vieira Najjar para a Rede Municipal de Educação de Niterói, é natural que nossa sincera homenagem e agradecimento a ele se manifestassem com seu nome sendo dado a uma de nossas unidades de educação.
 A presença marcante de Jorge na cidade de Niterói não se restringiu a sua brilhante passagem pela Faculdade de Educação da UFF. Além de ter formado e orientado inúmeros professores, pedagogos e gestores atuantes na Rede Municipal, Jorge desenvolveu uma relação próxima com nossas escolas e esteve sempre presente e atuante em nossas principais discussões educacionais, colaborando conosco também como Conselheiro Municipal de Educação.
 Sua luta pela gestão democrática e por uma educação pública de qualidade estarão sempre presentes, inspirando o fazer cotidiano da Rede Municipal de Educação de Niterói.

The effects of school choice on students and public education: evidence from South Korea

ABSTRACT This study examines the effects of school choice on students and public education using the case of the application-based random assignment system prevailing in Seoul, South Korea. I find little evidence that winning this educational lottery improves students’ academic performance, class attitude, or overall manners, which are quality-related indices of public education. While students’ school satisfaction increases significantly when they are assigned to their preferred school, this positive effect does not persist over time. I also find no robust evidence that the quality of public education, as measured by examining the behaviours of principals and teachers, is enhanced by South Korea’s school choice policy. These results do not align with advocates’ arguments that the school choice programme can normalise public education by stimulating competition among schools. One possible interpretation is that students may exploit the school choice program to facilitate their access to private tutoring and that this circumstance does not ultimately raise the quality of public education. Overall, my results suggest that the positive effect of school choice is limited and that a school choice system should be designed carefully.

Leading Towards Equity Through Decades of Reform: Oral Histories of District Politics and Community-Driven Reform in Oakland

District leaders have rich insights into managing civic-minded reforms, like community schools, yet, little research on school reform examines their experiences within policy paradigms and political contexts that are increasingly marketized. Through oral histories with two longtime Oakland education leaders, we show how leaders negotiated and carried out initiatives while juggling challenges. Despite commitments to quality public education, leaders often faced competing pressures and values by local and external actors. We argue that Oakland represents a critical case of central office reform amid a resource-scarce, market-oriented educational landscape that shapes racialized community engagement and redefines power dynamics in the district.

Education Incentive Policy for Private Education Institutions in Turkey: Examining Rationales and Outcomes (2014-2017)

There are diversified experiences among countries with respect to formulation, implementation and outcomes of voucher policies around the world. Education Incentive Policy (EIP) was introduced as a privatization mechanism in Turkey in the 2014-2015 school year to expand the share of private education. This study aims to describe and evaluate the first four-year implementation period of the EIP applied as a voucher-like scheme for students attending private education institutions. A qualitative case study design was applied to explore the goals, rationales, and the intended outcomes of the EIP through policy documents and national statistics as data sources. The results showed that Turkish voucher case used the neoliberal economic rationales which are efficient use of resources, increasing equity for disadvantaged students, and enhancing quality by class-size reduction and competition among schools. The eligibility criteria to benefit from the incentive had a targeted feature for a beneficiary profile of low-to moderate income families. On the other hand, the transformation process of Private Tutoring Institutions (PTIs) into private schools had significantly contributed to the expansion of the share of private education. Further, since the government paid less money per pupil, opportunities aroused to increase the education quality in public education. The EIP needs to be examined how the policy consequences have affected quality and investments rising in public schools.

Is Unfavorable Environmental Quality Will Result Poor Human Quality As Well, Case Study At Trimulyo Village, Genuk District, Semarang - Indonesia

About 20 years ago, in the Trimulyo village, Genuk District, the community still feels comfortable to live in, a river that flows in the region can still be used for washing, and as a playground for children (pool and bath), the well is still clean. But after Genuk District started many emerging industrial area, then begin a wide range of environmental issues toward this region. Currently in the Trimulyo village at Genuk District, shallow wells can not be utilized as a source of clean water, as well as river conditions ranging turbid, have a dark color of water, foul odor, especially when the dry season arrives. Settlements in Trimulyo village is one of the victims of the land use change from fishery and agricultural (rural) to industrial (urban). Many farmers and fishermen, who then turned as a laborers, or they have to moved after the land was purchased for industry. For those who stayed, their work changed as industrial workers, or open food stalls, or rent out his house to the settlers. Environmental quality are positively correlated with the quality of human life, if the quality of the environment ugly then so did the quality of its human[1]. This study examines to prove that there is a correlation between environmental quality and the human quality of life, especially in the neighborhoods settlements in Trimulyo village. The quality of the environment detected by the condition of the buildings, facilities and infrastructure, location and accessibility, as well as the comfort of the physical environment. While quality of life is detected through health, economic, educational, and social relationships. The results showed that not all regions with poor environmental physical conditions certainly people have a poor quality of life as well, because it turns out that the poor environmental can still grow social kinship attitudes that is able to raise the degree quality of life. In addition, the quality of public education is relatively good, will improve the quality of life as well. So in this Trimulyo village, although the quality of the environment is ugly, but the quality of life is in good category.

The Impact of Eliminating Secondary School Fees: Evidence from Tanzania

In January 2016, Tanzania implemented a fee-free secondary school reform. Using variation in district and cohort exposure to the reform, we employ a difference-indifferences strategy to estimate the short-term impacts of the reform. Despite a relatively small drop in user costs, the reform substantially increased enrolment into secondary education. While these enrolment effects were predominantly driven by an increase in public school enrolment, there was also a delayed positive effect on private school enrolment. Districts most exposed to the reform experienced a significant drop in exam scores relative to less-exposed districts, which cannot be explained by academic abilities of new students. These findings are in line with a theoretical school choice model, where fee elimination loosens enrolment constraints, and increased enrolment harms the quality of public education.

Education and Reducing Income Inequalities – The Importance of Education in Maritime Studies

Contemporary studies of economic inequality and poverty emphasise that their key causes are in the area of tax policy, labour force policy, and employment, and the causes that are being pointed out lately are education and educational attainment level of the population. The aim of the paper is to confirm the theoretically defined link between education and income inequality reduction and to point out that economic policy makers cannot solve the problem of inequality in society without a significant influence on public education, primarily through increased availability and quality of public education. In the second part of the paper, the Gini coefficient, the education index, and the coefficient of human inequality are used on the example of 130 countries to establish a correlation between education and income inequality reduction. The model shows a strong link between income inequality reduction (measured by the Gini coefficient) and increase in the educational attainment level of the population, increase in income, but also improvement of the health care system. It was found that, for each unit reduction of the coefficient of human inequality (IHDI), the Gini coefficient decreases by 9.7 points. In addition to research limitations and the proposal of future research, the conclusion proposes the opportunities and measures for increasing the educational attainment level of the population in order to reduce income inequality. Emphasis is also placed on the importance of tertiary maritime education.

How does the quality of public education influence the citizens’ willingness to support it? Evidence from a comparative survey of 27 countries

PurposeThe purpose of this paper is to empirically test two opposing theoretical hypotheses from research literature: low quality of public education boosts support for public education; and low quality of public education weakens support for public education.Design/methodology/approachThe authors use microdata from 27 post-communist countries over a period of five years. This study uses two outcome variables in order to capture the level of support for public education: the willingness to elevate investments in public education to an important policy priority; and the willingness to pay more taxes to improve public healthcare. A series of logistic regressions is used to find how the outcome variable is influenced by six dimensions of the quality of the public education system.FindingsThe main finding is that a lower quality of public education strengthens the willingness of citizens to make investments into public education by: making it a political priority for the government; and through a professed increased willingness to pay more taxes towards improving public education. These findings remain valid for both years of investigation and for both EU and non-EU samples. In contrast, the authors could not find support for the hypothesis that postulates that a lower quality of public education will reduce support for public education.Research limitations/implicationsThe main implication of these findings is that despite the increases in availability of private schooling opportunities, the citizens of post-communist countries have not abandoned their support for public education. Even if citizens of post-communist countries believe that public education is no longer of an appropriately high quality, they continue to support the provision of resources to it in order to improve on the current situation.Practical implicationsThe current low quality of public education can be seen as providing an impetus for encouraging support for public education.Social implicationsIn terms of policy-making, the findings demonstrate the opportunity to shore up public support for further reforms in public- education in post-communist countries.Originality/valueThe current education policy research literature is silent about the direction of the effect of low quality public education on the willingness to provide support for public education. Against this background, this is the first study which empirically tested whether quality of public education affect willingness to support it. Covering a period of five years, the authors test the above-postulated hypotheses using a diverse sample of 27 post-communist countries.

Does attending a selective secondary school improve student performance? Evidence from the Bicentenario schools in Chile

ABSTRACT We investigate the effect of attending selective secondary schools belonging to the Bicentenario schools program in Chile, a free education option that is intended to give vulnerable students everywhere in Chile a unique educational opportunity, in the period from 2011 to 2014. By using propensity score methods, we find that attending a Bicentenario school improves students’ performance by a range of 0.35 to 0.23 SD in language and 0.5 to 0.35 SD in math. Also, we show that a proportion of this effect is due to the outstanding performance of the new Bicentenario schools as opposed to the restructured version of the program. We prove the robustness of the previous results through falsification, changes-in-changes, and a more demanding control group. This paper adds new evidence to analyze the effect of selective schools in developing countries like Chile, where the quality of public education is low.

Structure and agency: Clash or complement towards quality public education within the South African legislative framework?

In the current South African society, characterised by typical neo-liberal market-driven priorities also forced upon the education sector, the search for quality education needs careful consideration. This search has taken a prominent focus in robust academic, public, political, and school governance debates in South Africa for the past 2 decades. Officials of the Department of Basic Education (DBE) admit that, despite noteworthy efforts, it fails in providing quality education for all learners. Key stakeholders in education neglect their professional duties. This paper investigates factors related to (dominating) structure and (a lack of) agency that might be deterrents to attainment of quality education. Bureaucratic and labour structures often deny professional educators their agency. The central question is what the nature of the impact, if any, of the conflicting powers of structure and agency is on quality public education. It was found that the conflict between structure and agency often have a negative effect on the delivery of quality education but that the advantages of both structure and agency, once reconciled, might lead to the improvement of the delivery of quality education in South Africa. Keywords: agency; legislation; quality education; structure; unionism

Educação escolar, tradição e oralidade Negro-Brasileira

O presente texto foi elaborado a partir de um estudo de caso sobre educação e oralidade negro-brasileira e consiste em uma abordagem acadêmico-reflexiva sobre alguns aspectos da educação escolar de negros; da tradição e culturas africanas; e, da oralidade negro-brasileira. Esta abordagem se embasa teoricamente, em especial, nas seguintes obras, com seus respectivos autores: Cultura Tradicional Banto, de Raul Ruiz de Asúa Altuna; O Local da Cultura, de Homi Kuane Bhabha; Tradição Viva, de Hampâté Bâ; e, Políticas Públicas de Ações Afirmativas: Educação e Abá (pensamento) Negro-Brasileiro Diásporico, de Jorge Manoel Adão. Ao mesmo tempo em que constatamos que a tradição oral é parte constituinte da matriz formadora da cultura brasileira, em suas expressões artísticas, festivas, religiosas e populares; percebemos que, desde os indicadores, temos um sistema educacional ainda pouco atraente aos pardos e pretos por não agregar a sua identidade cultural e por não reconhecer às singularidades deste grupo específico. Singularidades como: a entrada precoce no mercado de trabalho; a falta de uma qualidade social no ensino público, em que majoritariamente estes têm acesso; e, a um conteúdo programático que não reconhece o universo cultural, a partir de suas raízes, dos negros e que não incentiva a construção de um saber identitário. Assim como o racismo e o preconceito no ambiente escolar e em sala de aula que, consequentemente, se traduz em evasão e descontinuidade dos estudos e falta de referenciais, de perspectivas para a realização de uma trajetória de sucesso pessoal, acadêmico e profissional.

Fenomena Politik Uang (Money Politic) Pada Pemilihan Calon Anggota Legislatif di Desa Sandik Kecamatan Batu Layar Kabupaten Lombok Barat

This research aims to determine the political phenomenon of money that occurs in the community, it is difficult to stop and become the habit or tradition of certain political candidates or contestants to the community ahead of Of the elections to get the most support and vote from the community. The purpose of research is to know the factors of the cause of money politics, how the process of occurrence in the community and the impact of the political practice of money for the community. The research uses a paradigm analysis of social behaviour with Exchange theory to explore the political phenomena of money that often occur in the community, and is supported by several theories and concepts supporting the theory of power, political participation and Political money. The research methods used in this study are qualitative. Research location in Sandik village, Batu Layar District, West Lombok. The informant in the study consisted of the community, the successful team of certain political candidates or contestants to other important figures within the village. Datacollection techniques are conducted by conducting field observations, in-depth interviews and documentation on interviews and photo activities. The results show that (1) the factorsthat cause political money in the community are the influence of the economic limitations of society, low quality of public education, and weak supervision conducted. (2) The process of political money is carried out directly by a certain political candidate or contestant and carried out indirectly through the intermediaries of others in providing and distributing thepolitics of the money. (3) The impact of the political practice of money can be detrimental to the democratic order and can cause other new problems in society to the Government, thus carrying a negative impact that is long term.

Understanding child labor in Myanmar

ABSTRACTThe problem of child labor is worse in Myanmar than nearly anywhere else in the world. Moreover, unlike in many other countries where this practice occurs, in Myanmar, child labor is conducted openly and is widely socially accepted. While one of the driving factors behind the practice is, unsurprisingly, poverty, here I will demonstrate that other reasons contribute as well. Drawing on my own field research interviews conducted in December 2017, as well as philosophical analysis, I show that these reasons include, in addition to poverty, poor quality of public education, deeply rooted, strategic injustice in the form of an unfair matriculation exam, and gender inequity in the job market. By wedding theoretical inquiry with empirical investigation, I aim to both explicate the problem and to propose potential solutions.

As novas tecnologias de informação e comunicação no contexto educacional das políticas públicas

O presente artigo tem como objetivo compreender como o uso das novas tecnologias de informação e comunicação, na Educação Básica e sobretudo no Ensino Superior, pode se constituir como ferramenta de combate e resistência ao cenário atual de retrocessos e ataques ao sistema educacional público brasileiro. Para tanto, apresentamos uma discussão teórica sobre o uso das tecnologias na educação como forma de resistência. Com base na atual Lei de Diretrizes e Bases da Educação 9394/96 e no Plano Nacional de Educação (2014) apresentamos os conceitos de educação, novas tecnologias e formação docente como palco de lutas e negociações para a aprovação de determinadas políticas. Explicitaremos algumas delas, tais como as políticas atuais voltadas à formação docente, assim como as mudanças ocorridas no Ensino Superior, em especial, uma reflexão da portaria 1.428/18 que permite que até 40% das disciplinas, dos cursos presenciais, possam ser ofertadas na modalidade de Educação a Distância. Diante desse novo cenário que se consolida por meio das tecnologias nos indagamos, ainda, como as chamadas fakes newsemergem em uma sociedade que não consegue ser crítica frente à avalanche de informação que circula em nível mundial. Torna-se possível entender que elas representam a falta de uma educação e conscientização voltada para a sociedade da informação e do conhecimento.

‘A Government of Transformation’: An Analysis of the Initial Education Policy Directions of the Labour-Led Coalition Government of New Zealand 2017–2018

From the outset, the Labour-led Coalition Government of 2017 was intent on ‘transformation’. For the education sector, this was signalled immediately with the announcement of an extensive programme of review and reform initiated in their first 100 days of power. Yet, what is at the heart of the proposed changes and what were they trying to address? Drawing on Bacchi’s (Analysing policy: What’s the problem represented to be? Pearson, London, 2009) What’s the Problem Represented to Be? approach, we examine the significant problems identified by the in-coming Government through key public messages during their first 8 months (October 26th, 2017–June 30th, 2018). By analysing official discourses released by Ministers, we examine how the problems which the policies intended to address were constructed and represented to the public. Our analysis identified four main ‘problems’: the de-professionalisation of the teaching profession; the quality of public education; equity and access; and preparedness for the twenty first century. We conclude by examining how the representations of these problems may provide key insights into how imagined solutions are proposed and enacted in the future.

2030 Global Education Agenda and Challenges Before India

Education of which both the individual and society are beneficiaries has a key role in the implementation of the 2030 Sustainable Development Agenda. Education is the foundation of development and all sustainable development goals (SDGs) have educational dimensions. This imparts added significance to the pursuit of Goal 4 on Education, SDG4, of the agenda. Safeguarding education against forces of privatisation and preserving it as a public good is imperative if governments are respectful of their commitments to SDG4 as well as to the 2030 Education Agenda adopted under the auspices of UNESCO. It is incumbent upon the government to expand opportunities of good quality public education to build an inclusive system of education, with positive measures in support of the poor for the eradication of widespread poverty in India. Empowering adults and youth, with a special focus on skills development and pursuit of professional excellence in the drive towards ‘skilled India’ to respond to rising aspirations of youth is central to the pursuit of SDG4. Actions for the implementation of SDG4 as well as 2030 Education Agenda must be guided by the principle of social justice which is enshrined in the Constitution of India.

Answering economic inequality other than with populism and protectionism: the Danish formula of inclusive capitalism

EU politics have experienced vast changes since 2014 from the rise of anti-globalization populist right parties to Brexit. Similarly, populist and nationalist sentiments also appeared in some Southeast Asian democracies such as Taiwan and the Philippines. Despite their national and regional differences, one common characteristic of these developments was that it was those left-behind and economically disadvantaged voters who delivered such results. Trade protectionism and populist nationalism were their answers to ever-growing economic inequality. The growing economic inequality thus has become a common policy challenge to both European and Asian leadership. While political and business elites appealed to inclusive capitalism to address the economic inequality, no holistic, realistic policy combination was ever proposed. This paper is an attempt to translate inclusive capitalism from aspiration to systematic policy actions by employing an Inclusive Development Index (IDI) to the study of an indicative country—Denmark. It was found that those areas which Denmark has been performing well in were areas surrounding acquired equal opportunities: quality public education, health and active labor market policies for developing personal capability from childhood to adulthood, and uncorrupted public services and business-friendly legal and tax regimes for facilitating market competition from business creation to operation, especially for small businesses. Governance was a key to the functioning of this self-producing policy ecosystem, centrally staged as a big investor and enabler for both labor and capital. The distinctive thinking underpinning policy-making—treating economic policies as social policies and vice versa—reconciled economic growth and distributive justice simultaneously, resulting in inclusive capitalism in day-to-day realities. The Danish formula has shown that it was not capitalism that needed to reform, it was the prevailing liberalist orthodoxy that guided governance that was in desperate need of an overhaul.

Desafios para a equidade racial nas universidades: os processos de continuidade da colonização na esfera epistemológica de formação

O diálogo aqui proposto visa discutir os processos de continuidade da colonização na esfera epistemológica e as vinculações dessa realidade à formação dos indivíduos de grupos sociais historicamente marginalizados que atualmente estão acessando as Universidades a partir das políticas e ações afirmativas. O acesso de estudantes negras/os, indígenas, oriundas/os de bairros periféricos, pequenas cidades do interior, de camadas sociais que historicamente foram marginalizadas e privadas do direito a uma educação pública de qualidade e as Universidades vêm contrariando a lógica meritocrática e excludente que há muito é um marcador da educação no Brasil. A entrada destas/destes estudantes nas Universidades vêm rompendo a frequente tradição de baixa escolaridade a qual estes grupos sociais vêm sendo sistematicamente submetidos. A nova realidade dessas Instituições evidencia a necessidade de estratégias de formação que atendam as necessidades de transformação, que altere suas ações de maneira a acolher e afiliar essas/esses novas/os estudantes.