School Educational Policy Research Articles

Affective governmentality and gendered labour in education policy: Sites of non-traditional coproduction

In recent years shifts in education policy in Australia have generated new governance arrangements which have increased the material and affective labour of parents associated with school education. However, affective labour undertaken by parents is often understood as a private concern and an issue of personal choice. This article challenges this view by examining the labour of parents in connection with the aims of public policy in school education. By employing the concept of affective governmentality to connect governing strategies with citizen experience, the article explores the connection between the emotional labour of parents’ and policy aims in school education policy. Based on interviews and qualitative questionnaires with parents of school-aged children in Australia, the study uses an interpretive lens to unpack the role of emotional labour. The study reveals the dual role of parents, mostly mothers who serve both as recipients and active agents in public policy. The research shows that emotional responses and gendered labour are interconnected - depicting them as dynamic forces that both motivate and mobilise support for policy objectives. This research contributes to our understanding of the interplay between emotions, policy dynamics and gendered labour and has implications for our understanding of what constitutes a ‘policy actor’.

Factors Associated with Effectiveness of Comprehensive Sexuality Education in Secondary Schools in Luanshya District, Zambia

Purpose: The purpose of this study is to examine the effectiveness of sexuality education policy in secondary schools. Methodology: Its school based cross-sectional study which was conducted among secondary school teachers and secondary school going pupils in an urban area of Luanshya district. A self-administered semi structured questionnaire was used to collect data. Students were to answer one option unless specified otherwise. Open-ended questions were given wherever description of answers was required. The questions were framed in English. Completed questionnaires were compiled and entered into Epi data and analyzed using Stata 12. Descriptive and inferential statistics such as frequency tables, percentages and correlation tests were also be used. Findings: This study allowed for a better understanding of the teachers’ and pupils’ attitude, knowledge levels, curriculum appropriateness and cultural influence towards provision of sexuality education in secondary schools. Majority of respondent had positive attitude towards the provision of sexuality education and generally majority of respondents had low knowledge levels on sexuality education. Furthermore, most respondent indicated that culture has negative influence towards provision of sexuality education and majority of respondents indicated that the curriculum was appropriate for the delivery of sexuality education. Each school has a different outlook and direction on the subject of sexual education programs; therefore, it is crucial to understand what, where, and why it is being offered. Unique Contribution to Theory, Practice and Policy: Teachers need training in sexuality education in order to overcome their anxieties about sexuality education and rid them of any negative cultural beliefs they may have regarding sexuality education. In addition, the government should organize trainings and workshops for teachers intermittently to improve their teaching skills in sensitive areas like adolescent sexual health. Lastly Sexuality education should start in primary schools.

Kepemimpinan Inklusif Kepala Sekolah Dalam Menjaga Kerukunan dan Moderasi Beragama di Sekolah

The diversity of religions and cultures in Indonesia presents its own challenges in maintaining harmony in the school environment. The school principal has an important role as a leader who is able to create an inclusive and conducive atmosphere for the realization of religious harmony and moderation. This research aims to analyze the role of the principal's inclusive leadership in building harmony between religious communities and implementing the values of religious moderation in schools. The research approach used is descriptive qualitative with data collection through in-depth interviews, observation and literature study.. The research results show that school principals who implement inclusive leadership tend to be successful in creating an environment that respects differences and promotes interfaith dialogue. The policies taken, such as organizing interfaith activities and involving students in moderated discussions, are effective in instilling the values of tolerance and mutual respect. In addition, inclusive school principals are able to identify and resolve potential conflicts by prioritizing a fair and transparent approach. These findings show that inclusive leadership contributes significantly to creating a tolerant and harmonious school culture amidst diversity. This research concludes that the principal's inclusive leadership plays an important role in promoting religious moderation in schools. It is hoped that the results of this research can become a reference for school principals and education policy makers in designing strategies that support an inclusive, safe and tolerant school environment..

Implementation of Sexual and Reproductive Health Education Policy in Schools in Asia and Africa: A Scoping Review

Objectives: This review aimed to map and synthesize existing literature on sex and reproductive education policy implementation in primary and secondary schools in Asia and Africa. Methods: Database searches yielded 24 relevant articles, which underwent thematic analysis. Results: Most studies were conducted in Africa and looked at barriers to implementation. Studies assessing implementation showed it was incomprehensive. Barriers were: policy/curriculum issues, societal opinions, teaching discomfort, lack of educator training, and lack of sufficient economical support. Conclusions: Based on the limited evidence, a cultural shift to reduce stigma seems necessary, alongside teacher and student involvement in policy formulation and implementation monitoring.

Views of Assessment and Evaluation Experts on Assessment and Evaluation Units in Schools

In this study, it was aimed to reveal the views of assessment and evaluation experts on assessment and evaluation units in schools. Participants were selected from the schools where the assessment and evaluation unit is located and from among the schools that the researchers could easily contact. In this context, seven assessment and evaluation experts were selected from schools where the unit existed as participants. In order to seek answers to the research problems, expert opinions were obtained through a semi-structured interview form and by interview technique. According to the results of the research, assessment and evaluation experts stated that traditional and complementary assessment and evaluation approaches are mostly used together in schools. According to another result, it was stated that an assessment and evaluation unit affected the behaviors of teachers, administrators, and parents positively. In teacher-administrator and teacher-parent relations, that this department provides objective data with unbiased evaluation provides an objective perspective on transferring shortcomings. In addition, it was concluded that the coordinated and harmonious relationship of this unit with other departments (such as the curriculum development unit and counseling unit) positively affects the school climate as it increases the quality of the school education policy and ensures that all educational activities are carried out systematically. In line with the results of the research, it is recommended that assessment and evaluation units be established in schools to coordinate with Assessment and Evaluation Centers.

Реализация событийного подхода в формировании традиционных ценностей на основе взаимодействия родителей и педагогов в школе № 43 г. Ярославля

The article is devoted to the implementation of the existential-event approach in the school educational policy of the A.S. Pushkin School No. 43 in Yaroslavl. The authors explore the combination of the event approach with Pushkin's value pedagogy based on the application of models of cultural dialogue and event concentration developed at the school. Special attention is paid to the pedagogical support of the event, reflection and organization of close interaction with parents. The article presents statistical data illustrating the positive dynamics in the implementation of models of school educational policy.

ENVIRONMENTAL FOOTPRINT OF TRANSPORT CONSUMPTION – AN EDUCATIONAL CHALLENGE FOR GENERATION Z

This paper brings together two very topical and important themes. The first is the issue of the environmental footprint of transport consumption and the second is the current educational challenges of Generation Z representatives. The paper focuses on a combination of both topics, respectively addressing the education of Generation Z on the topic of the environmental footprint of transport consumption. The paper is prepared using a primary representative survey method based on an online questionnaire survey of representatives of Generation Z (secondary school students in the Czech Republic). The aim of the paper is to identify the educational challenges of the generation Z (studying at secondary schools in the Czech Republic) in the thematic area of the environmental footprint of transport consumption. The results clearly show the necessity of using audio-visual educational content and linking theory and practice, for example in the form of case studies. Generation Z wants quick, concise, up-to-date, interesting, and interactive information. Generation Z representatives clearly confirm the need to address human environmental impacts in education, adding that not enough time is devoted to them. They also confirm that there is a lack of study materials in this subject area and that they are not developed in a user-friendly way. Representatives of Generation Z are interested in further education on the environmental footprint of transport consumption. The findings of this paper can help both secondary school teachers, as well as school and curriculum developers and educational policy and strategy makers.

From Policy to Practice: Unpacking the Politics and Realities of Environmental Education Policy in Chinese Primary Schools

AbstractIn recent years, China’s strong commitment to the political agenda of ecological civilisation has increased the presence of environmental education (EE) in the policy arena. Using the waste classification policy as an example, this research explores the implementation of EE policy in two Chinese primary schools. Through the use of a policy enactment framework, the findings reveal that contextual factors such as school enrolment, infrastructure and external influences from the District Bureau greatly influence the schools’ policy capacity. By exploring the internal policy flow and school artefacts, it was found that although the waste classification policy was enacted similarly in the selected primary schools, the outcomes differed significantly. These variations highlight the complexities and challenges of implementing an EE policy under ecological civilisation and contribute to the understanding of the tension between localised adaptations and the nationally politicised EE policy mandates.

The politics of distraction in planning English-medium education policy in schools

ABSTRACT This article presents the findings of a critical ethnography focused on the English-medium instruction (EMI) policy in Nepal’s public schools. Through the analysis of policy documents and interviews with policymakers, the study reveals that policymakers view the EMI policy as a solution to the crisis in public schools by enhancing their competitiveness with private English-medium schools. However, this approach is identified as a ‘politics of distraction’, as it diverts attention from broader issues such as implicit privatization, funding cuts, and accountability deficits for implementing multilingual education policy. By framing EMI as a public policy doctrine using discursive strategies (e.g. neoliberal rationalization and justification) and suggesting that the crisis can be resolved through school privatization, which in turn promotes commodified languages like English and the national dominant language, Nepali, over local/Indigenous languages, policymakers largely disregard inequalities, structural conditions, and reinforce the existing unequal power relations. By diverting attention from critical issues, policymakers perpetuate historical marginalization, colonial agendas and ideologies, and unequal power asymmetries, failing to address systemic challenges. The research underscores the necessity of scrutinizing the motivations and agendas underlying the promotion of EMI in mainstream schools in multilingual contexts.

ISLAMIC EDUCATION POLICY IN ISLAMIC BOARDING SCHOOLS TO ENCOUNTER THE FLOW OF GLOBALIZATION

<p>This research aims to describe and analyze public policies and Islamic boarding school education policies, especially Law No. 18 of 2019. Apart from that, it also discusses the challenges of Islamic boarding schools in the era of globalization which is the basis for the proposed Islamic boarding school policy formula. This research uses a qualitative approach with types of literature. The literature study was carried out by collecting and analyzing literature related to Islamic boarding school education policies. The research results explain that: (1) public policies related to Islamic boarding school education are contained in Law No. 18 of 2019. This Islamic boarding school law contains Islamic boarding school policy regulations which consist of nine chapters and 55 articles. If concluded, then this law can be categorized into five categories, namely: form of institution, objectives of Islamic boarding schools, funding sources, quality assurance, and level of education; (2) the influence of globalization can have an impact on an apathetic attitude and a culture of laziness for Islamic boarding school cadres in developing their potential. So Islamic boarding school cadres are needed who can develop their potential using science and technology, and (3) the preparation of policy formulas can be carried out using five procedures, namely: agenda setting, policy formulation, policy implementation, policy evaluation, and policy improvement. Thus, it is hoped that this research can become a reference for understanding in-depth educational policies and efforts to formulate Islamic boarding school education policy formula.</p>

Beyond the silver bullet: unveiling multiple pathways to school turnaround

ABSTRACT Research on school improvement has accumulated an extensive list of factors that facilitate turnarounds at underperforming schools. Given that context or resource constraints may limit the possibilities of putting all of these factors in place, an important question is what is necessary and sufficient to turn a school around. We use qualitative comparative analysis (QCA) of 77 Swedish schools studied over 12 years to answer this question. Our core finding is that there is no “silver bullet” solution. Instead, there are several distinct combinations of factors that can enable school turnaround. The local school context is essential for which combinations of factors are necessary and sufficient for school turnaround. We discuss implications for research on school improvement and education policy.

Assessing the School Management Decision Practices: Insights from the Policy Provisions

This study investigates the management decision-making practices of community school management in Nepal, focusing on the policy perspective. An analytical approach has been used to analyze the information. The authors conducted a comprehensive review of the school education policies that pertain to school management decision-making practices. The authors analyzed the policy requirements on community school management decisions and practices. According to the policy provisions, the school head teachers, school management committee (SMC) members, and teachers' representatives are actively engaged in management decision practices. This study reveals that the head teacher and school management committee hold the authority over important aspects of school management decision-making, such as teacher recruitment, school development planning, and teaching learning activities. The role of local government has crucial in the overall development of community schools in Nepal. Implementing effective school management practices can greatly enhance the development of the school and ensure the delivery of high-quality education. In this context, the authors emphasized the importance of harmonizing management practices to ensure effective decision-making and encourage active participation, ultimately leading to improved school administration.

The Development of China’s English Education Policy in Primary and Middle Schools Within the Framework of Language-In-Education Planning (From 1949 To 2023)

With the burgeoning prevalence of the English language on a global scale, one of the central foci of language-in-education planning research lies in the escalating influence of English on the educational frameworks of virtually all nations worldwide. The intensifying forces of globalization and cultural diversity have contributed to an augmented need for individuals with exceptional levels of English proficiency. Faced with English's preeminence in contemporary society, governments have recognized the critical importance of English instruction in primary and middle schools as a composition of their language-in-education planning. The paper highlights China's English education policy in elementary and secondary schools during the last 50 years. and points out that the evolution of primary and middle school English education has been a process of constant adjusting and modification under the impact of different elements, including national politics, the economy, diplomacy, and society. Based on the characteristics and problems of foreign language education in China today, this paper proposes that policy formulation should increase the participation of local levels, the scope and the depth of the policy content and should also strengthen the supervision and support of policy implementation.

A critical appraisal of education policy practices ensuring free and compulsory school education: Insights from Nepal

Education policy plays a pivotal role in ensuring access to free and compulsory education for all children, fostering national development and reducing social disparities. This critical appraisal examined the school education policy practices in Nepal that aimed at achieving the goal of free and compulsory school education at basic level. For this, descriptive and analytical research designs were applied for analyzing the education policy provisions. The education policies practices were observed through a field survey in which the information was gathered from schools through the distribution of questionnaires to students, teachers, and guardians, as well as interviews with head teachers and focus group discussions among policy experts and local leaders. The investigation led to the provision of free and compulsory education in basic education. While there was good achievement in teacher training and development, there was insufficient support for teachers-guardians interaction programs. The research also offers suggestions for preparing detailed policy implementation guidelines, including an education plan for policy execution. Nepal has made significant progress in school education in terms of providing free and compulsory school education. This paper has provided a critical appraisal of these policies and practices drawing on evidence from Nepal. By analyzing the evidence and outcomes, this study evaluates the effectiveness, challenges and potential areas for improvement in the Nepalese education system.

Utilization of Fiscal Resources in Fee-Free Education Policy: The Case of Selected Community Secondary Schools’ Heads in Tarime Urban District

This study investigated the capacity of heads of schools in utilizing the fiscal resources for implementing fee free education policy (FFEP) in community secondary schools. The study employed descriptive research design with a quantitative approach where stratified sampling technique was used to select a sample size of 190 respondents. Questionnaires were used to collect data and SPSS served as an analysis tool in interpreting the collected data. The findings revealed that heads of schools supervise and monitor the expenditure of school funds as per government directives and financial regulations although they do not provide accurate financial information of their schools. On the other hand, the study found that heads of schools do not properly keep records of staff in planning and allocation of fiscal resources related to implementing FFEP. The study concluded that although heads of schools do not delegate the mechanism of financial matters to capable staff, the prioritization of financial allocation according to the needs, helped successful implementation of the FFEP. The study recommends that heads of schools should keep records of staff properly in planning and allocation of fiscal resources for implementing FFEP. This goes together with the heads of schools giving accurate financial information of their schools and involving important stakeholders in decision making and matters concerning school budget.

Development of Augmented Reality in Islamic Religious Education Learning: Case Study in Islamic Boarding School-Based Schools

This research aims to develop interactive learning media based on augmented reality to improve cognitive abilities in Islamic boarding school-based schools. This research and development type research uses the ADDIE development design through the analysis, design, development, implementation and evaluation stages. This research involved 94 students who collected data through tests, questionnaires and observations. Qualitative data was analyzed using the Miles and Huberman approach, while quantitative data was analyzed using the Paired Sample T-test. This study shows that the use of Augmented Reality learning media has a positive impact on students' cognitive abilities. The significant difference between the pretest and posttest scores, an average of -12.98, shows a significant increase after using this media. The standard deviation of 8.50539 indicates variation in improving results between students. However, with a 95% confidence interval, the difference between pretest and posttest scores was in the range -15.96 to -10.02, confirming a significant change. The results of the t-test hypothesis test (t=8.905, df=33) with a low p value (0.002) confirm that Augmented Reality media significantly increases student achievement in this trial. With these results, Islamic boarding school education policies can consider the integration of Augmented Reality as a learning medium that supports students' academic development more effectively.

The welfare of Ghanaian women in trade: the role of English and French language literacy

PurposeThe study aims to assess the effect of English and French language literacy on the welfare of Ghanaian women in trade. Also, this study analyses the geographical variations of such effects from rural to urban areas.Design/methodology/approachUsing the latest living standards survey data, the standard two-stage least squares instrumental variable approach was used to estimate the causal effects.FindingsThe results show that Ghanaian women in trade who are both English and French literate or only English literate are able to improve their welfare significantly relative to their fellows who are illiterate in both English and French or only English, whilst those who are solely French literate do not experience any significant improvement in welfare from trade compared with their counterparts. From the heterogeneous analysis, the findings indicate that the effect is significantly concentrated amongst rural traders but insignificant amongst urban traders.Practical implicationsThe findings of this study inform government and policymakers to consider the effectiveness of the free senior high school (SHS) education policy in improving English and French language literacy and the welfare of women in Ghana. It also informs educational institutions on the importance of adult education in English and French, especially amongst women.Originality/valueThe study quantitatively estimates the effect of English and French language literacy on the welfare of Ghanaian women in trade by employing an instrumental variable approach to assess the causal effect. Uniquely, the study finds that language literacy is a significant tool in improving the welfare of rural women engaged in trade in Ghana.

Nepal’s School Education: Insights of Basic Education in Bagmati Province

Nepal has made significant progress in school education after 1990s. The government of Nepal has been working towards improving access to school education and enhancing the quality education across the country. Regarding the status of school education, this study has been conducted to examine the present growth trends of school education focusing on basic education in Nepal. For this, descriptive research design has been applied to analyze the data. As per the education policy changes, there has found the significance improvement in net enrolment at basic and primary education, expansion of number of schools and skill development of human resources. The study demands that Nepal needs to bring reality base school education policy for better improving school education quality and provide cent percent school education to all school children.

Democracy and Inclusive Education Policy in Post-1994 South African Schools: Goal, Tension, and Struggle

Globally, the idea of inclusive democracy is synonymous with the participation, deliberation, and representation of citizens in the management of the affairs of nation-states. In the light of this global picture, South Africa's constitutional democracy and its inclusive education policy ensure the right to education for school-going children (from foundation, to the intermediate and senior phases). Unfortunately, the zones of exclusion (i.e. difficulties to exercise the right to education) have shown that in post-apartheid South African schools, inclusive education gains have not been enjoyed by the intended recipients-the learners. This means that despite the formalisation of inclusive education policies by the state, substantive inclusion (i.e. active participation, deliberative engagement, and participatory representation) remains a distant dream for many school-going children in South Africa. Against this backdrop, the authors show that formal inclusive policy in schools in South Africa is split between social changes on one hand, and political democracy on the other. Consequently, the authors support the call for a continual struggle by (or for) educable learners who fall within the zones of exclusion in post-1994 South Africa. Ultimately, the authors argue that the realisation of substantive inclusive education depends on the protests of the excluded, who struggle in the interstices of zones of exclusion that have created and deepened the gulf between the ideal and the achievement because democratic inclusive education is at a crossroad; it is extended and dragged in opposite directions in post-1994 South Africa schools.

From policy to practice: how schools implement German language support policy in Austria

ABSTRACT In 2018/2019, the Government of Austria instituted a new language support model to Austrian schools that included segregated language support measures for non-fluent German-speaking students. The central research aim of the paper is to investigate how the implementation of this new language support model compares to the policy requirement by examining different models of implementation. In the framework of the initial phases of the project ‘A multi-perspective study on German language support’, 12 interviews with German language support teachers and school principals were conducted. Following a prototypical case study analysis, four models of implementation were identified: (1) Segregationmodel, (2) Mixed segregated and integrated model, (3) Individualized language support, and (4) Inclusive support model. Given that thisis the first study in Austria to show the concrete implementation models of German language support in schoolsFindings highlight important implications for school principals and educational policy makers.