The Impact of English on Educational Policies and Practices in Malaysia

2016 ◽  
pp. 181-198 ◽  
Author(s):  
Ria Hanewald
Keyword(s):  
Educational Policies ◽  
The Impact ◽  
Policies And Practices

The Challenges and Prospects of Globalized Science Curriculum

2019 ◽  
pp. 107-115
Author(s):  
Ayodeji Temitope Ojo
Keyword(s):  
Science Curriculum ◽  
National Level ◽  
Educational Policies ◽  
National Policies ◽  
Cultural Traditions ◽  
Policies And Practices

The processes of globalization are leading to widespread changes that are impacting on education worldwide. It has affected education profoundly and in a range of ways. However, for such hyperglobalists, there will be an increasing convergence of educational policies and practices worldwide. Global policies are mediated at the national level through differing cultural and historical traditions and thus produce different national policies in response to the same global pressures. Moreover, the implementation of such national policies in schools has the further potential for mediation according to different cultural traditions both between different countries and within a single country. Hence, the need to discuss the challenges and prospects of globalized science curriculum in Nigeria.

High-Tech Workers, Management Strategy, and Globalization

2011 ◽  
pp. 42-57
Author(s):  
Jasmine Folz
Keyword(s):  
At Risk ◽  
Management Strategy ◽  
Qualitative Interviews ◽  
High Tech ◽  
Foreign Workers ◽  
Contingent Employment ◽  
Cost Cutting ◽  
Management Policies ◽  
The Impact ◽  
Policies And Practices

Based on qualitative interviews with Seattle area high-tech workers, this chapter explores their positioning within and reaction to globalization processes. Looking especially as cost-cutting labor strategies of contingent employment, importation of foreign workers, and the outsourcing of professional high-tech work, it is argued that these are essentially restrictive employment strategies that benefit employers at the expense of employees. While some of the interviewees more or less approved of these practices as logical from the corporate perspective, and were confident that their jobs were too complex to be at risk, most are questioning these processes and some were actively trying to organize in an effort to halt or at least slow down such trends. How and why high-tech workers accommodate or resist management policies and practices they disagree with is analyzed with attention to the impact of ideology.

Privatization of Education in Contemporary Society

2020 ◽  
pp. 79-106
Author(s):  
Panagiotis Efstratios Giavrimis
Keyword(s):  
Public Education ◽  
Cultural Capital ◽  
Consumer Products ◽  
Educational Policies ◽  
Shadow Education ◽  
Contemporary Society ◽  
Structured Interviews ◽  
Education Development ◽  
Exchange Value ◽  
The Impact

Shadow education school, as an institution in Greece, was established at the beginning of the last century. The chapter explores the impact of shadow education on the Greek educational system, learning, and on transforming public education in consumer products. A qualitative research was conducted, attempting to document Greek young adults' opinions on shadow education and the reasons they are led to it. Forty-four structured interviews were received from 11 men and 33 women. The results showed that the liberalization of education during recent decades has been accurately implemented in the institution of shadow education. Restrictive and maladapted educational policies and decisions on needs have exacerbated the purposes of shadow education development and have highlighted the exchange value of the individuals' objectified cultural capital.

scholarly journals Refugees in Europe: Educational policies and practices as spaces of hospitality?

2018 ◽  
Vol 17 (2) ◽  
pp. 211-218 ◽  
Author(s):  
Lucia De Haene ◽  
Eszter Neumann ◽  
Gyöngyvér Pataki
Keyword(s):  
Educational Policies ◽  
Policies And Practices

Examining the School-to-Prison Pipeline Metaphor

2018 ◽  
Author(s):  
Kayla Crawley ◽  
Paul Hirschfield
Keyword(s):  
Criminal Justice ◽  
Police Officers ◽  
Justice System ◽  
School Dropout ◽  
Empirical Literature ◽  
Scientific Concept ◽  
Mental Health Systems ◽  
School To Prison Pipeline ◽  
The Impact ◽  
Policies And Practices

The school-to-prison pipeline (STPP) is a commonly used metaphor that was developed to describe the many ways in which schools have become a conduit to the juvenile and criminal justice systems. The STPP metaphor encompasses various disciplinary policies and practices that label students as troublemakers, exclude students from school, and increase their likelihood of involvement in delinquency, juvenile justice, and subsequent incarceration. Many external forces promote these policies and practices, including high-stakes testing, harsh justice system practices and penal policies, and federal laws that promote the referral of certain school offenses to law enforcement. Empirical research confirms some of the pathways posited by STPP. For example, research has shown that out-of-school suspensions predict school dropout, justice system involvement and adult incarceration. However, research on some of the posited links, such as the impact of school-based arrests and referrals to court on school dropout, is lacking. Despite gaps in the empirical literature and some theoretical shortcomings, the term has gained widespread acceptance in both academic and political circles. A conference held at Northeastern University in 2003 yielded the first published use of the phrase. Soon, it attained widespread prominence, as various media outlets as well as civil rights and education organizations (e.g., ACLU, the Advancement Project (they also use “schoolhouse-to-jailhouse track”), the National Education Association (NEA), and the American Federation of Teachers) referenced the term in their initiatives. More recently, the Obama administration used the phrase in their federal school disciplinary reform efforts. Despite its widespread use, the utility of STPP as a social scientific concept and model is open for debate. Whereas some social scientists and activists have employed STPP to highlight how even non-criminal justice institutions can contribute to over-incarceration, other scholars are critical of the concept. Some scholars feel that the pipeline metaphor is too narrow and posits an overly purposeful or mechanistic link between schools and prisons; in fact, there is a much more complicated relationship that includes multiple stakeholders that fail our nation’s youth. Rather than viewing school policies and practices in isolation, critical scholars have argued that school processes of criminalization and exclusion are inextricably linked to poverty, unemployment, and the weaknesses of the child welfare and mental health systems. In short, the metaphor does not properly capture the web of institutional forces and missed opportunities that can push youth toward harmful choices and circumstances, often resulting in incarceration. Many reforms across the nation seek to dismantle STPP, including non-exclusionary discipline alternatives such as restorative justice and limiting the role of school police officers. Rigorous research on their effectiveness is needed.

Global Banks, the Environment, and Human Rights: The Impact of the Equator Principles on Lending Policies and Practices

2012 ◽  
Vol 12 (1) ◽  
pp. 56-77 ◽  
Author(s):  
Christopher Wright
Keyword(s):  
Financial Institutions ◽  
International Banking ◽  
Public And Private ◽  
Social Risks ◽  
Social Lending ◽  
Equator Principles ◽  
Principles And Standards ◽  
The Impact ◽  
Global Banks ◽  
Policies And Practices

The Equator Principles are a set of operational principles and standards adopted by more than 70 public and private financial institutions to manage environmental and social risks in project financing. This article assesses the impact of the voluntary framework on lending policies and practices, and the environmental and social accountability of financial institutions. It finds that the direct link between the Equator Principles and the International Finance Corporation (IFC), the World Bank Group's private sector financing division, enhances the legitimacy and potential impact of the framework. However, development of lending policies across financial institutions is greatly uneven, and the framework has not stopped lending to projects with significant environmental and social costs. Although the framework has improved relations between financial institutions and stakeholders, a lack of transparency undermines external accountability. The conclusion considers the scope for increased harmonization of environmental and social lending policies in international banking.

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