Educational Policy Issues in a Period of Stabilization and Structural Adjustment

1990 ◽  
pp. 59-72 ◽  
Author(s):  
John Knight
Keyword(s):  
Educational Policy ◽  
Structural Adjustment ◽  
Policy Issues

Educational Policy Issues for the 1990s

1990 ◽  
Vol 25 (3) ◽  
pp. 304-316 ◽  
Author(s):  
George A. Marcoulides ◽  
Ronald H. Heck
Keyword(s):  
Educational Policy ◽  
Policy Issues

Educational Policy Issues Related to Computer Literacy in Rural School Systems

1982 ◽  
Vol 10 (4) ◽  
pp. 343-356 ◽  
Author(s):  
R. Wilburn Clouse ◽  
Edward M. Savage
Keyword(s):  
Urban Schools ◽  
Educational Policy ◽  
Rural Schools ◽  
Computer Literacy ◽  
Educational Opportunity ◽  
Geographic Location ◽  
Rural School ◽  
School Systems ◽  
Policy Issues ◽  
Rural And Urban

This study investigated the major policy issues associated with computer literacy in rural school systems. The inquiry was directed toward ascertaining if educational disparity existed, related to computer education between rural and urban schools. The findings of the study indicated that a disparity of educational opportunity does exist among rural schools, particularly the ones with less than 500 pupils. The study also revealed that organizational description, enrollment size, and geographic location are interrelated factors regarding computer educational opportunity.

Language of Literacy Dialogues: Facing the Future or Reproducing the Past

1996 ◽  
Vol 28 (2) ◽  
pp. 289-301 ◽  
Author(s):  
Judith Green ◽  
Carol Dixon ◽  
P. David Pearson ◽  
Sharon Quint ◽  
Donna E. Alvermann
Keyword(s):  
Educational Policy ◽  
Advisory Board ◽  
Letters To The Editor ◽  
Policy Issues ◽  
The Past ◽  
Socially Disadvantaged ◽  
Research Perspectives ◽  
Critical Issues ◽  
Future Publication ◽  
Literacy Research

For the remainder of Volume 23, the Critical Issues section of JLR will be devoted to a discussion of literacy and educational policy. A survey of our editorial advisory board indicated that this topic was one of the critical issues facing the field. Likewise, a survey of the entire membership of the NRC, JLR's sponsoring organization, indicated that members hold strong feelings about whether the organization should “become more proactive on policy issues” (NRC Newsletter, Sept., 1995, p. 10). To further a dialogue about literacy and educational policy, we began by inviting three literacy researchers with diverse perspectives to address the topic of literacy and educational policy (Judith Green, who writes here with her colleague Carol Dixon, P. David Pearson, and Sharon Quint). We asked them to comment on the ideas they believe to be most crucial for policymakers to know about literacy. We also invited Donna Alvermann to read and to react to the three responses. Those familiar with the field will immediately surmise that these individuals represent not only diverse perspectives on literacy research, but that they are imminently qualified to reflect on what implications their research perspectives have for educational policy. Their responses are published here as Part 1 of a three-part series. For the next two issues of JLR, we have invited several individuals who have played a key role in developing and implementing state and national agenda for educational policy to respond to the literacy researchers' views. In addition, because any discussion of literacy and educational policy must eventually attend to the issue of poverty and the socially disadvantaged, we have invited Patrick Shannon to comment on how this issue relates to literacy research. We hope that this series of “Critical Issues” pieces will stimulate increased dialogue about educational policy among researchers interested in literacy and between researchers and policymakers. Toward that end, we encourage readers to ponder the perspectives and ideas presented in this series and to add their own insights by submitting letters to the editor, which will be considered for future publication.

Educational Policy Issues for the 1990s

1990 ◽  
Vol 25 (1) ◽  
pp. 55-67 ◽  
Author(s):  
George A. Marcoulides ◽  
Ronald H. Heck
Keyword(s):  
Educational Policy ◽  
Policy Issues

Adjusting Inequality: Education and Structural Adjustment Policies in Tanzania

2005 ◽  
Vol 75 (2) ◽  
pp. 174-201 ◽  
Author(s):  
FRANCES VAVRUS
Keyword(s):  
Educational Policy ◽  
Secondary Students ◽  
Structural Adjustment ◽  
National Policy ◽  
Sub Saharan Africa ◽  
Local Setting ◽  
Adjustment Policies ◽  
Sub Saharan ◽  
Policy Fields ◽  
The Impact

International economic forces increasingly affect policy at multiple levels and in multiple domains. The interplay of three levels — international, national, and local — are underresearched in the social and educational policy fields, which includes educational policy studies. In this article, Frances Vavrus employs ethnography to investigate how these interactions play out in a Chagga community in the Kilimanjaro region of Tanzania. She examines how the lives of secondary students in Tanzanian schools are affected by structural adjustment policies, adopted by Tanzania at the advice of the International Monetary Fund and the World Bank, in three domains: access to schooling, opportunities for employment, and the risk of HIV/AIDS infection. She makes a convincing case for the importance of understanding the local setting in the development of international and national policy, and for investigating the impact policy change in noneducational sectors has on educational realities. Vavrus's research also provides a glimpse into the multiple local consequences of the policy of user fees for school access that were implemented over the last fifteen years in Tanzania and elsewhere in sub-Saharan Africa. She concludes with a call for the research community to consider the benefits of ethnography in the development and evaluation of policy.

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