Regional Education Policy Research Articles

Regional Educational Policies and Critical Interculturality in Rural Areas of the Province of Abancay - Apurímac, 2023

The research work was carried out with the aim of analyzing regional educational policies and critical interculturality in secondary education in rural areas of the province of Abancay, department of Apurímac, 2023. The research is basic, qualitative and design-based, phenomenological-hermeneutic. The study population consisted of specialists, principals, teachers and students of the secondary education level of rural areas of the UGEL (Local Educational Management Unit) Abancay and the sample consisted of: 4 specialists from the DREA (Regional Directorate of Education of Apurímac), 3 specialists from the UGEL Abancay, secondary level, 6 rural education teachers from the EBR (Regular Basic Education), secondary school level, 6 directors and 6 students from rural schools in the province of Abancay. The following data collection instruments were used: semi-structured interview guide, documentary review form and non-participant observation guide. From the research it is concluded that the PERs (Regional Educational Policies) of Apurimac do not implement strategies of CI (critical interculturality) and the educational communities of rural schools do not know about the current PER (Regional Educational Project), but the native students demand the vindication of their language in educational and social processes

Caribbean exceptionalism and the rise of Sino-CARICOM relations in the post-bureaucratic era

ABSTRACT This article explores the evolving relationship between China and CARICOM countries. It discusses how China has been using regional soft power to influence educational mobility. It speaks to the tensions inherent in debt diplomacy and educational mobility as economic and political regional integration (Caribbean exceptionalism) is engendered. As China pursues bilateral relations under South-South Cooperation rather than multilateral relations through CARICOM, we argue that China uses soft power through infrastructural loans and scholarships to influence regional educational policy. It concludes by suggesting that a common bilateral China-CARICOM policy of economic and political engagement is preferable for all CARICOM states.

ОБРАЗОВАТЕЛЬНЫЕ МИГРАЦИИ В СИБИРИ: ИССЛЕДОВАНИЕ НА ОСНОВЕ ДАННЫХ СОЦИАЛЬНОЙ СЕТИ3

The prevalence of social networking services and the possibility of extracting data in a generalized form from user profiles make it possible to significantly supplement official statistics. In this article, we contribute to the development of approaches that use social media information to study migration associated with higher education. The subject of the work is internal Russian educational migrations in Siberia. We aim to study the migration routes of applicants to Siberian universities as well as to regionalize the territory of Siberia in relation to the cities being university centers. For the study, user profiles were downloaded from the most commonly used social network in Russia, VKontakte. Basing on the correlation of information about the places of birth or school graduation with information about institutions of higher education indicated by users, we analyzed the territorial structure of the places of origin of 484.6 thousand users who are receiving or received higher education in Siberian universities in the past. As part of the study, we determined the gravity zones of Siberian cities being centers of higher education. The boundaries of such zones basically coincide with the boundaries of the constituent entities of the Russian Federation. However, in some Siberian regions, outlying municipalities fall into the gravity zone of the administrative centers of neighboring entities. Tomsk is distinguished by the widest geographical representation of the applicants. In this city, judging by the data of VKontakte, natives and school graduates from other regions of the Russian Federation prevail over immigrants from the Tomsk region. In addition, 15 intra-regional city centers were identified, whose natives and school graduates preferred to receive higher education in local universities, rather than in the ‘capitals’ of the constituent entities of the Russian Federation. There are such centers in 5 Siberian regions, the largest of them is Novokuznetsk. The results show the possibilities of using social network data to study and improve regional education policy.

Challenges facing Thai higher education institutions financial stability and perceived institutional education quality

Thailand 4.0 is an ambitious reform strategy that seeks to offset the impact of the Thai aging population by transitioning the economy towards a knowledge-based society skilled in advanced technology. Education reforms are paramount for Thailand 4.0 to succeed; however, significant challenges exist that draw into question the capabilities and quality of the nation’s higher education institutions. The low perceived quality can be attributed to government inefficiencies, pronounced education inequality between rural and urban students, declining K12 students’ core curriculum performance, and a growing dependence on international students to support higher education institutions’ financial stability. This paper discusses the numerous challenges limiting higher education institutions from achieving an improved perception of academic quality both domestically and abroad. The recommendations proposed highlight the need for additional government oversight and educational funding. National and regional education policies must be promoted in a clear, consistent, and measurable method, emphasizing short, medium, and long-term goals. Improved national examinations and institutional collaboration will further support the necessary step to address festering conditions limiting any meaningful transition towards a knowledge-intensive workforce.

Rozwój kompetencji zarządczych menedżera oświaty w skutecznej organizacji procesu edukacyjnego

The article substantiates the role of improving the managerial competence of the education manager in ensuring the effectiveness of the organization of the educational process. The purpose of the article is to determine the role and importance of managerial competence of the education manager in ensuring the effectiveness of the organization of the educational process. In the process of research, the following methods were used: theoretical analysis – to determine the main conceptual approaches to the development of managerial competence and its role in the organization of the educational process; structuring – in order to identify and characterize the components of management activities; generalization – to formulate conclusions on the pedagogical conditions for the development of managerial competence of the education manager. The managerial competence in the structure of professional activity of the manager of education as possession by the expert of scientifically substantiated means of the decision of administrative problems is defined, the main component of which is the possession of cultural means of identifying and solving organizational and managerial problems. Systematized universal functions (development and management decision making [planning], organization of certain tasks, adjustments, accounting and control) and components of managerial activity (diagnostic, prognostic, projective, organizational, communicative, motivational, emotional-volitional, comparative-evaluative) have been outlined. The pedagogical conditions for the development of managerial competence of education managers are identified: the relationship between the content of improving the management training of education managers with the peculiarities of the implementation of regional educational policy; remote support of the educational process aimed at the development of managerial competence, in which purposeful indirect or partially indirect interaction between the education manager and staff is carried out regardless of their location; building individual educational direction of students, which is carried out on the basis of personality-oriented approach, as well as taking into account professional difficulties and professional needs.

Educational Policies Matter: How Schooling Strategies Influence Refugee Adolescents' School Participation in Lower Secondary Education in Germany.

This article investigates the educational participation of refugee adolescents in Germany as a main European destination country of refugee migration. Opportunities and restrictions for school participation vary not only across countries–, but in the case of the Federal Republic of Germany, also within countries. The influence of different regional educational policies on refugees' educational participation and the extent to which they limit or enable individual agency, are however, widely understudied. We thus aim to analyze how different regional educational policies within Germany influence refugee students' educational participation regarding four central indicators: the duration until school enrollment, the type of class attended (newcomer vs. regular class), the type of school attended, and whether they are enrolled in settings appropriate for their age. We rely on a theoretical model which sees educational decisions as the result of rational cost-benefit calculations. The individual educational investments depend on individual motivations and resources within a given opportunity structure. We integrate the legal regulations via the opportunity structures into the theoretical model. Our analyses are based on data from 2,415 adolescents who were interviewed in the “ReGES–Refugees in the German Educational System” study. Our results show significant correlations between different regional educational policies and the four domains of educational participation. These effects remain stable when considering family and individual resources, as well as further control variables that previous research on social and ethnic educational inequality has shown to be relevant. Family and individual resources only partially influence educational participation. This indicates that refugee students and their parents have only limited options for action concerning their educational participation. Thus, our study shows that educational policies in fact matter: the assignment to a federal state plays a significant role in determining the duration until school enrollment, whether one is placed to a grade level age-appropriately, and whether one attends a newcomer class. Most significantly, legal regulations strongly influence refugees' chances of attending a higher school track (Gymnasium). Due to the low permeability of the German education system, this creates path dependencies for the further education and career paths of new immigrant students.

A comparative study of regional digital education policies in Spain

A comparative study of regional digital education policies in Spain

Formation of the Soviet education system among the indigenous peoples of Southern Siberia in the 1920s

Introduction. In the era of the formation of the world educational space, historical and pedagogical studies of regional education systems acquire special relevance. Many states, while modernising their national education systems, turn to the experience of past generations in order to understand how socio-economic changes taking place around the world and in Russia can affect the education system of a particular region. The twenties of the last century in Russia is a time of searching for new types of schools, opportunities for educating and teaching the younger generation in the spirit of the new (Soviet) ideology. The peoples of South Siberia (Altai, Shors, Kumandins, Chelkans, Teleuts, Tubalars, Telengits), united in the administrative-territorial framework of the Oirot Autonomous Region and the Gorno-Shor National Region, despite the difficulties, made a significant progress in the development of school education, including the number of the national school.The aim of the present article was to study the peculiarities of the process of formation and development of the Soviet education system among the indigenous peoples of Southern Siberia in the 1920s.Methodology and research methods. The research is based on the analysed and generalised content of archival documents, scientific sources on the history of the formation of the peoples of Southern Siberia in the context of the system-historical approach. The authors of the article studied 35 documents from the funds of the Committee for Archives of the Altai Republic and the Center for the Storage of Archives of the Altai Territory. The archival documents introduced into scientific circulation made it possible to consider the process of increasing the number of national schools, providing students with textbooks in their native language, the process of training teachers from the indigenous population, taking into account the national and cultural characteristics of the region.Results and scientific novelty. Based on the study of archival materials, the authors of the article rethink the activities of the Soviet authorities to restore and create the school network of education, its development and preparation for the introduction of universal primary education among the peoples of Southern Siberia. The issue of creating a national education system in the 1920s is closely connected with the process of indigenisation, as part of the national policy of the Soviet state and with the process of transferring the local population to settled life. By the beginning of the 1930s, a network of school institutions was created in the region, which increased the percentage of literate adolescents and subsequently enrolled in primary education all children of school age. Addressing national inequalities through the development of the education system and the eradication of illiteracy in the multinational region is of undeniable interest to educational historians and teachers.Practical significance. Today, the interest of researchers in regional history has increased all over the world; therefore, the current article will be useful to readers, as the analysis of new archival documents helps to fill the gaps in the scientific literature on the establishment of the Soviet school among the indigenous peoples of southern Siberia in the 1920s. The materials of the article can be used by teachers to design the courses on the history of education in Russia and the historical study of local lore. Moreover, the presented materials can be applied in the course of the development of a modern regional educational policy.

ГОСУДАРСТВЕННЫЕ ПРОГРАММЫ РАЗВИТИЯ ВЫСШЕГО ОБРАЗОВАНИЯ В ИРКУТСКОЙ ОБЛАСТИ НА СОВРЕМЕННОМ ЭТАПЕ

Introduction. The most crucial factor in the development of a state is the status and performance of the education system. The social and economic stability of a state and its prestige in the international arena depend on how the education system meets the challenges of the modern world. The paper brief y outlines the development of universities in the Irkutsk region in the 21st century and analyzes the regional specifics of the implementation of state programs for enhancing higher education. Methods and materials. The accomplishment of the goal involved the investigation of sources represented by the normative legal acts regulating the education sector; statistical data yearbooks for recent years; and secondary analysis of sociological research data. Theoretical understanding of the topic relies on the studies presented in the monographs, dissertations, and scientific papers focusing on the development of federal and regional educational policy. Results of the research. The study has revealed some problems of the effective functioning of higher education in the region and outlined the proposals put forward to optimize this process. Conclusion. Higher education in the Irkutsk region has some structural problems that impede the development of regional higher education. Federal programs, being a tool designed to transform the education system, are unable to change this situation and do not have a significant impact on the quality of higher education at the present stage.

Technology and research results of vocational education and training systems in the context of region socio-economic development

Introduction. The level of orientation of regional secondary vocational education systems to the needs of the territories in which they are located significantly affects the economic parameters of the development of the constituent entities of the Russian Federation, the dynamic characteristics of personnel demand and supply in the regional labor market. The technology and tools developed by the authors for studying the degree of compliance of vocational education and training systems with the tasks of economic and social development has been implemented in three subjects of the Russian Federation featuring different levels of socio-economic development: the Samara region, the Khanty-Mansi Autonomous District and the Republic of Ingushetia. Methodology and methods. A methodological approach was used that considers the current situation of uncertainty in the external environment of regional secondary vocational education systems. Hence, the arrangement of its educational resources, which provides the properties of a self-organizing system, becomes an effective tool for stimulating the regionally oriented development of the vocational education and training system. Achieving the compliance of the VET-system with external requests is determined by the parameters of its adaptive potential. Research methods: survey (questioning), expert evaluation method, content analysis, scaling. Results. To achieve the goal of the research, the compliance criteria were formed, as well as indicators that reflect the properties of the organization of educational resources of the system, corresponding to the principles of adaptive systems. It is established that the achieved compliance values in each region are formed by various sets of factors and conditions for the organization of educational resources. The following trends are identified for the regions: a) a decrease in employers' effective demand for vocational education programs; b) insufficient use of educational technologies and forms of training organization that optimize the resource support of the activities of professional educational organizations, including network formats for the implementation of educational programs using educational resources of enterprises in the real sector of the economy. On average, 20% of professional educational organizations in pilot regions practice a network format for implementing open source programs (as a rule, without using employers' resources). At the same time, only 6% of the student contingent are trained in such programs. Discussion and conclusion. The practical significance of the study is determined by the possibilities of applying the results of assessing the level of compliance of the VET-systems with the tasks of socio-economic development to work out and implement effective regional educational policy in the sphere of vocational education.

National models of policy in the sphere of the higher education in a democracy

The article analyzes the main national models of university policy in the world's leading democracies, identifies differences in the mechanisms and styles of educational policy, the reasons for different approaches to policy-making in a democratic system.It was found that in a democratic regime, the state retains the role of administrator of the education system, but through increased publicity and pluralism, governments seek to involve stakeholders in the policy-making process by forming coalitions with them. Educational coalitions allow the government to articulate the interests of some internal and external groups in the higher education system, to attract resources and support from these groups to implement its own concept of reforming.However, the composition of educational coalitions, the mechanisms of their formation vary from country to country, due to differences in administrative systems, ideological orientations, political culture and historical traditions. It is determined that the system of higher education is characterized by a stable configuration of external and internal groups, from which certain coalitions are formed. Internal groups consist of the academic community (teachers), academic management, students; external groups – the state, local authorities and the market (employers).The article analyzes the specifics and differences of the French, British, German, American and Asian (Japan, South Korea) models of educational policy. The British and American models are based on market mechanisms under the general coordination of the state. In the United States, university policy is also marked by the existence of two political courses in the educational sphere - the regional authorities and the federal center.The French model is based on the centralized administration of the education system by the government and the polarization of internal groups. The German model relies on close cooperation and coordination of federal and regional educational policies while limiting market mechanisms. The Asian model is characterized by corporate principles of educational policy formation and co-optation of group interests

Implementation of teaching materials using a realistic mathematics education approach in PGSD student concern for the environment

The main problems in this study are the lack of awareness of PGSD students towards the surrounding environment and the lack of RME-based teaching materials that use used goods as a medium of learning. The long-term goal of the research to be carried out is to support the improvement of quality and the development of basic and regional education policies at the local and national levels through the improvement of the quality of the young generation of productive Indonesian hopes The specific target of this research is to get a picture of the results of the implementation of teaching materials “learning mathematics in elementary school”. The focus of this research problem is: 1) learning steps using the teaching material and 2). Obstacles felt when learning to use these teaching materials. And 3). Implementation of teaching materials uses a realistic mathematics education approach in learning awareness of the environment of PGSD students with the help of teaching aids made from used goods. The method used is the qualitative description, this study describes how elementary mathematics learning teaching materials, implementation of elementary mathematics learning teaching materials in caring for the environment of PGSD students and obstacles in implementing teaching materials. The results of this study are the steps in the implementation of elementary school mathematics learning teaching materials in learning environmental care for PGSD students.

IMPLEMENTATION OF TEACHING MATERIALS USING A REALISTIC MATHEMATICS EDUCATION APPROACH IN PRIMARY STUDENT MATHEMATICS COMMUNICATION

The main problem in this study is the lack of student communication skills and the lack of RME-based teaching materials that use used goods as a learning medium. The long-term objective of the research to be carried out is to support quality improvement and development of basic and regional education policies at the local and national levels through improving the quality of Indonesia's young generation of hope. The purpose of this study was to obtain an overview of the results of the implementation of teaching materials "mathematics learning in elementary schools". The focus of this research problem is: 1) learning steps using teaching materials and 2). Barriers are felt when learning using these teaching materials. And 3). The implementation of teaching materials uses a realistic mathematics education approach in the communication skills of PGSD students with the help of teaching aids made from used materials. The method used is descriptive qualitative, this study describes the application of elementary mathematics learning teaching materials in mathematics communication of students at the PGSD Siliwangi Teacher Training College and the obstacles in implementing teaching materials. The results of this study were the steps for implementing elementary mathematics teaching materials in mathematics communication for PGSD students..

Periodisation of Primary and Secondary Technical and Vocational Education Development in the Republic of Bashkortostan

Introduction. Vocational education has always been and still is one of the main factors of successful sustainable development of society as a whole and of the individual in particular. Therefore, in the state policy of different countries of the world, including Russia, special attention is being given to the institutions, which train specialists for the leading sectors of the economy and production. For developing effective policy measures and predicting its effectiveness, it is essential to identify the potential of national vocational education system, to study its phase changes and evolution vectors, to analyse and summarise existing experience in the organisation of the system and to support its functioning at the national and regional levels.The aim of the present research is to identify and characterise the main periods of development of primary and secondary technical and vocational education in one of the major regions of Russia – the Republic of Bashkortostan.Methodology and research methods. The research methodology is based on the system and civilisational approaches. The retrospective analysis was conducted through historical, typological and comparative methods, as well as two conceptual models. In the first model, the pedagogical process is presented as a complete system determined by specific historical conditions. The second model, designed by one of the authors of this article, is based on the logic and structure of this process in its contemporary understanding. These concepts provide adequate analysis and extrapolation of historical and pedagogical experience into modern educational theory and practice.Results and scientific novelty. The authors identified socio-economic, pedagogical, organisational and managerial factors of periodisation of the system of primary and secondary technical and vocational education development of Bashkortostan. For the first time, at the local republican level, the main phases of the process have been identified and described, starting with the pre-institutional stage to the present day. It is demonstrated that the trajectory of gradual formation and improvement of the investigated directions and stages of vocational training in the territory of the Republic of Bashkortostan is regulated by the general laws on the development of social structures. Despite some specificity, the trends in regional education found are quite related to all-Russian processes.Practical significance. The research results can be useful and are already being used when developing and designing vocational development programmes, in particular, they enrich the content of such disciplines as “History of Pedagogy and Education”, “History”, various special courses and curriculum units, concerning the issues on the state and prospects of technical and vocational education. In addition, the research materials can be used for developing regional educational policy.

Challenges for implementing regional educational policies

Challenges for implementing regional educational policies

The Impact of Educational Indicators on Success in After School Life

The recent years have seen a growing interest in comparative assessment of regional education systems, driven by the opportunity to set new research goals and the education policy needs. Studies in this field predominantly focus on comparing the learning outcomes and equality of access to education across regions. This paper investigates the relationship between regional educational indicators and success of secondary graduates in afterschool life, the latter being measured as a percentage of the total number of people in the corresponding age group who are not in education, employment or training (NEET). Correlation analysis controls for the influence of external socioeconomic factors, such as gross regional product per capita and urbanization level, on educational indicators.Correlation and regression analyses are applied to educational indicators, socioeconomic indicators, and NEET across the regions of Russia. NEET shows a statistically significant relationship with the indicators describing participation in education, organization of learning process, learning environments, resources and funding involved, and the teaching staff structure. A no less important finding is the evidence of no relationship between success of secondary graduates in afterschool life and a number of educational indicators playing an essential role in Russia’s current education policy. Data presented in this study may serve the basis for developing regional education policies; it should not be used for evaluating, let alone ranking, regional education systems.

Problems of education policy implementation at the regional level

Problem setting. Nowadays, the main task of reforming education at the regional level is the searching for effective mechanisms of implementation, combining the interests of the community (population of a certain territory) in accordance with the priorities of the development of the region. The need to identify and understand the obstacles to reform, their factors and possible consequences, and determines the relevance of the article.Recent research and publications analysis. The sources of this article are reports from education departments, comprehensive studies (reports) from international or national experts. Currently, research is conducted in the following areas: problems of implementation of state-public education management and ways of their solution in Ukraine (N. Rashitova etc.); theoretical aspects of regional educational policy, problems of managerial character on the ground (V. Basiluk, T. Boychenko, L. Zabrodska etc.); policies and mechanisms, the implementation of which should contribute to reducing the gap in educational achievement of Ukrainian students (M. Mazorchuk, T. Vakulenko, V. Tereshchenko, G. Bychko, K. Shumova etc.)Highlighting previously unsettled parts of the general problem. We need to search for individual and common tools to overcome obstacles in the reform of the educational sector, identify through the prism the causes and consequences of problems and possibilities for the development of regional education policy.Paper main body. In article is discovered the responsibility of the bodies of state administration of all levels, educational institutions, scientific institutions, bodies of public self-government, community, and educators for the development and implementation of regional education policy. The main issue is to work out optimal mechanisms for regional education policy and make as few mistakes as possible in implementing it. The importance of these issues is compounded by the increasing trend of decentralization and the development of local self-government in Ukraine.The problem areas of the formation and implementation of regional education policy, decision making under uncertainty are considered.The article discusses recommendations for the development of education in Ukraine, namely:– recommendations for strategic decision-making to increase student / pupils education level, in particular by analyzing the experience of other countries;– recommendations for further research to identify causes and factors that affect the quality of the educational process and the student/student success rate;– recommendations on measures to inform society about the existence of certain problems in the field of national education and prospective ways of overcoming them.Conclusions of the research and prospects for further studies. Based on the findings of Ukrainian and international experts, the analysis of the reporting documentation of the structural units of the city councils responsible for the implementation of educational policy at the regional level, we can draw the following conclusions. The problems inherent in the implementation of regional education policy today can be combined in several directions: problems related to the formation of education policy at the regional level (special attention should be paid to changing the approaches, from the policy “report on fact” to the policy “cause-and-effect” relations); problems related to lack of resources and funding allocation mechanisms; problems with insufficient information support for reforms; problems of communication with participants of educational processes (educators, parents, pupils/students, administration of educational institutions, community, administrators, etc.), this can include the passivity of the community in the process of initiating and implementing changes; problems related to innovations in education; the difference in the quality of education, that depending on the place of education, socio-economic status of pupils/students, type of educational institution.Education policy at the regional level further requires needs to explore of the causes of the large difference in educational achievement of education recipients who have similar indicators of socio-economic status; the impact of regional characteristics on the process of innovation implementation; “cause-and-effect” relationships in the preconditions for successful experience in managing educational institutions and management practices in specific of regions.

Future Directions of Educational Research by Government-funded and Research Institutes of Local Offices of Education

본 연구에서는 정부의 교실혁명과 교육자치를 통한 교육개혁 정책에 따른 정부출연 교육연구기관의 연구 방향을 탐색하고자 한다. 정부출연 교육연구기관과 시도교육청 교육정책연구소에서 수행된 연구의 비교 분석을 위해 한 정부출연 교육연구기관과 13개 시도교육정책연구소에서 최근 5년간 발간된 연구 보고서를 발행 연도, 연구 영역, 주제, 세부영역, 학교급, 위탁여부, 지역특수성, 수행 형태 기준에 따라 비교 분석하였다. 분석 결과에 따르면 두 기관의 설립 목적과 특징에 따라 수행 연구 영역, 주제, 범위, 형태, 방식 등에 차이를 보이고 있으며, 지방 교육자치 정책에 따라 시도교육청의 교육정책연구소에서는 자율적이고 보다 실천적이며, 지역성과 현장성이 강한 정책 연구가 수행되고 있으며 각 지역 연구소의 위상과 제도적 여건에서 차이가 있어 정책 연구네트워크를 구축하여 지역 간 공동연구를 통해 연구 역량을 강화하고 한계를 극 복하고자 한다. 중앙 차원에서 연구가 수행되는 정부출연 교육연구기관은 전국교육청 정책연구네트워크와 협의체를 구축하여 공동연구를 추진한다면 지역교육청과 학교 현장의 자료 수집 및 현장 접근성이 높아지고, 현장성이 강한 교육 연구 수행이 가능하게 되며, 현장의 참여와 피드백이 활성화되어 실질적이고 지역별 실정에 부합되는 교육 정책 방안이 마련될 수 있을 것으로 기대된다.The purpose of this study is to seek for the future directions of educational research of government-funded research institutes in accordance with the new government s educational reform policy focusing on local education autonomy. For this purpose, we examined the educational research outcomes of a government-funded educational research institute(GFERI) and the research institutes affiliated to local offices of education(LOERI). A comparative analysis of the research reports by LOERI and GFERI was done with a total of 683 research reports published by 13 regional educational policy research institutes and 1,023 reports published by the GFERI. The published reports were analyzed according to publication year, category, theme, school level, research type, and research focus. Classification by publication year shows that the number of research reports decreased in GFERI while LOERI increased the number of research reports. It is also revealed that there is a big gap among the LOERIs; while the least number of studies are 4 research report, the largest number of studies are 151. 317 out of 1,023 reports by GFERI were in the teaching and learning field; 296 reports were in the field of curriculum and textbook, and 262 reports were studies on assessment. 437 cases out of a total of 683 research reports by the regional educational research institute were categorized as ‘local research issues’. The comparison between the LOERI and GFERI shows that the most significant difference lies in local issues, and one common area is learning and teaching improvement. It implies that local educational policy research institutes has conducted research on various regional areas(regional school policy, school administration, local educational policy etc.) to meet various local needs, while the GFERI has done educational research at the national and international levels with focus on curriculum, evaluation, and teaching and learning. In the school level classification, the studies dealing with all elementary, middle, and high schools outnumber the other types of research. It is found that local research institutes did more studies at the kindergarten level than GFERI. In the comparison according to regional specificity, it is found that GFERI focuses on policies and educational issues at the central level, while the LOERI conducted studies on region-focused issues. The scope of GFERI research goes beyond the domestic to the global level. While the staff member of GFERI were conducted studies, teachers and university professors joined research as external co-researchers in the regional educational policy research institutes. According to the new government’s local education autonomy policy, LOERIs are expected to carry out autonomous, more practical and field-based policy research in accordance with the policy of each provincial office of education. Recently, a network of regional education policy research institutes has recently been established to carry out joint research among regions to strengthen the capacity of individual research institutes and to overcome the limitations or local constraints. It is necessary for GFERI as a government-funded research institute, to carry out studies with local research institutes to meet needs from local areas across the country. Efforts needs to be made to seek effective ways of doing research in collaboration from selecting research topics, and collecting data and analyzing to proposing educational policies. A consultation body can be established to enhance collaboration among institutes. Such collaboration is expected to support and bring about an effective implementation of the new educational policy with focus on local education autonomy.

Afirmação de políticas educativas de âmbito municipal num território regionalizado: o caso da Região Autónoma da Madeira

O Estado português pretende iniciar uma nova fase, mais abrangente no relacionamento com os Municípios, alargando o leque de competências a transferir no setor da educação. Portugal é, no entanto, um Estado unitário regionalizado. Qualquer iniciativa, neste âmbito, não pode perder de vista as atribuições das regiões autónomas portuguesas. No caso, da Madeira e da Educação, o processo de ampliação de competências municipais, não pode deixar de considerar as competências regionais já existentes. O alargamento competencial para os municípios da Madeira, tudo terá a ganhar se for conduzido mediante políticas bottom-up pela interação com os atores locais, em lugar de top-down, em que a desconfiança conduzirá à redução das dinâmicas de autonomia e à descaraterização da qualidade do serviço educativo.Palavras-chave: administração educacional; autonomia regional; descentralização; municipalização; regionalização e políticas educativas regionais.

Descentralización y democracia: los inicios de las políticas educativas regionales en España durante la Transición (1978-1985)

The analysis of the evolution of teaching during the Democratic Transition in Spain has been made from a general perspective. However, these works do not address this issue from a regional or autonomic perspective, despite the fact that with the 1978 Constitution some of them –Catalonia, the Basque Country, Galicia, Andalusia, Valencia and the Canary Islands– have a broad and very significant repertoire of competences.From a comparative perspective and with the detailed consultation of almost one hundred legislative references, the first steps of these regional educational policies and their impact on the development of the Spanish democratic system are examined. It is discovered how there is a high degree of coincidence between the actions of the Autonomous Governments: the times, the themes or the interest in certain contents. The Autonomous Communities are accomplices necessary for the implementation of an educational system based on democratic values. They are the co-responsible for the success of this transformation. A change that takes place without relevant conflicts.