Professional Political and Contextual Considerations of Policy Borrowing

2019 ◽  
Author(s):  
Adam E. Nir
Keyword(s):  
Educational Policy ◽  
Educational Policies ◽  
Educational Systems ◽  
Policy Borrowing ◽  
Educational Processes ◽  
Rapid Changes ◽  
Positive Experiences ◽  
New Policies ◽  
Globalized World

We live in a globalized world characterized by rapid changes. These circumstances force public educational systems to innovate and introduce new policies that may potentially enhance the quality of their educational processes and outcomes and increase the relevance of educational services that schools provide to their communities. The complexity of educational policy setting and the constant flow of ideas and information coming from all around the world increase the attractiveness of policy plans that have been proved successful elsewhere. The tendency to learn from the positive experiences of others and use successful educational policies created in one national context in another is termed educational policy borrowing. The cross-national transfer of educational best practices which has become prevalent allows local policymakers a better understanding of their own systems of education. It may also raise the quality of educational policies and encourage the application of specific practices and ideas in local educational contexts.

Engaging diverse stakeholders to strengthen policy

2018 ◽  
Vol 99 (8) ◽  
pp. 8-12 ◽  
Author(s):  
Elizabeth Leisy Stosich ◽  
Soung Bae
Keyword(s):  
Student Learning ◽  
Educational Policy ◽  
New Hampshire ◽  
Stakeholder Engagement ◽  
Policy Design ◽  
Educational Leaders ◽  
Educational Policies ◽  
Policy Makers ◽  
New Policies ◽  
Every Student Succeeds Act

The Every Student Succeeds Act gives states greater flexibility in designing educational policy, but questions remain about whether and how states will use this opportunity to design truly innovative new policies to support higher levels of student learning. The authors describe how educational leaders in four states — California, Iowa, New Hampshire, and Vermont — worked collaboratively with diverse stakeholders to design ambitious and forward-looking educational policies prior to the passage of ESSA. Policy makers in all four states described engaging in an extensive process of stakeholder engagement, which influenced policy design and fostered support for implementation.

scholarly journals Quality Hybrid Education Evaluation: Academic Staff Performance Assessment (Cases: Borys Grinchenko Kyiv University and the University of Silesia)

2017 ◽  
Vol 6 (1) ◽  
pp. 30-39
Author(s):  
Nataliia Morze ◽  
Hanna Pavlova ◽  
Eugenia Smyrnova-Trybulska
Keyword(s):  
Sustainable Development ◽  
Academic Staff ◽  
Quality Of Education ◽  
Educational Systems ◽  
Hybrid Education ◽  
Staff Performance ◽  
Educational Processes ◽  
The University ◽  
New Instruments

Abstract The process of adjusting transformation of education to dynamics of civilization development requires from systems of education to respond to constant corrections from all the stakeholders, agents and processes to upgrade its elements and parameters, which can be facilitated by real-time feedbacks at all levels of systems. Studying quality education in the context of the goals that the mankind has been setting for its sustainable development helps realize the changes in the attributes of educational system and subsystem elements, given quality of education reflects a level of disorder providing objective data on interactions of system elements and their discord with normative goals forecast for certain educational systems. The paper analyzes hybrid education as a form of education which is being determined by transformation of educational systems under applying ICTs for educational processes and by external factors connected with determining sustainable development and with hybridization of environment, which requires new instruments for quality assessment that are currently being under development.

PROPUESTA DE UN MODELO DIDÁCTICO CON UN ENFOQUE SISTÉMICO INTERDISCIPLINAR PARA EL PERFECCIONAMIENTO DEL PROCESO DOCENTE- EDUCATIVO EN LAS IES

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Juan Miguel Peña Fernández ◽  
Maribel Lupe Suarez Lozano ◽  
Amalin Mayorga Albán ◽  
Leidy Dolores Rodríguez Juela ◽  
Juana del Carmen Riera Silva
Keyword(s):  
Higher Education ◽  
Systemic Approach ◽  
Quality Of Education ◽  
Educational Systems ◽  
Educación Superior ◽  
Theoretical Contribution ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

En la presente investigación, se da respuesta a una problemática  relacionada  con el   proceso docente educativo en las instituciones de educación superior, relacionada con la  interrelación que debe existir entre los diferentes  componentes de este proceso  y con los demás sistemas de educación del país, lo que está incidiendo de forma negativa  en la formación de los profesionales en  ciencias pedagógicas. Su objetivo es proponer un modelo didáctico  con un enfoque sistémico interdisciplinar que contribuya  a elevar la calidad  de la educación en los diferentes niveles de enseñanza. Para la realización del mismo fueron empleados métodos del nivel  teórico: analítico-sintético, inductivo-deductivo, histórico-lógico, la modelación,  el sistémico estructural funcional, que permitieron el análisis de las diferentes fuentes bibliográficas  para la elaboración del modelo  y el criterio de experto  mediante el cual se sometió el modelo propuesto para su validación teórica.   El aporte teórico  de  esta investigación radica  en el  diseño del modelo   con un enfoque  sistémico interdisciplinario que responda a las exigencias actuales   de la educación superior  y  que contribuya a   elevar   la  calidad  de la formación del profesional  en ciencias pedagógicas  y  la  calidad de la educación.  El tema abordado mantiene su actualidad, pues el perfeccionamiento del proceso docente – educativo, constituye una problemática  de gran interés  nacional e internacional, por parte de los profesionales de los diferentes sistemas educacionales. Palabras Clave: Proceso docente  educativo,  ciencias pedagógicas, modelo didáctico, enfoque sistémico ABSTRACT This research attempts to bring a solution to a problem found in the educational teaching process inside higher education, related to the interrelation that must exist between the different components of this process as well as with the other educational systems around the country, which is affecting negatively in the formation of professionals in pedagogical sciences.   Its objective is to propose a didactical model with an interdisciplinary systemic approach that contributes to raising the quality of education at different educational stages. Theoretical level methods were used:  analytic-synthetic, inductive-deductive, historical-logical. Modeling, and functional structural systemic, which made it possible to analyze the literature review for the development of the model and the expert criteria validation.  The theoretical contribution of this research lies on the design of the model with an interdisciplinary systemic approach that meets the current demands of higher education and contributes to raise the quality of training in pedagogical sciences and the quality of education. The address disuse remains current, as the improvement of the teaching education process, which is of national concern and international interest by professionals from different educational systems. Keywords: educational processes, pedagogical sciences, didactic model, systemic approach Recibido: marzo de 2016Aprobado: abril de 2016

EXPERIENCE OF CREATING AND IMPLEMENTING INFORMATION-MANAGING EDUCATIONAL ENVIRONMENT AT UNIVERSITY AND FEATURES OF ITS ADAPTATION AT LYCEUM

2019 ◽  
pp. 47-55 ◽  
Author(s):  
E. V. Shevchuk ◽  
A. V. Shpak
Keyword(s):  
Continuous Process ◽  
Educational Environment ◽  
Educational Process ◽  
Information Resources ◽  
Improve Quality ◽  
Educational Organizations ◽  
Educational Processes ◽  
Facilitating Conditions ◽  
Oriented Approach

The article describes experience of creating and implementing information-managing educational environment at university. The model of creating information-managing educational environment of university with elements of artificial intelligence and indicative management is described. This environment contributes to improve quality of training and management of educational processes and resources. The stages of creating and implementing information-managing educational environment are considered systemically, as continuous process focused on a consumer. The inhibitory and facilitating conditions for introduction of the model at university are described. To provide subject-oriented approach to the use of information resources of environment, recommended clusters of information subsystems for each category of users are described.Practically implemented scientific and methodological recommendations for subjects of educational process to overcome resistance to innovations introduced in educational organizations are proposed.Features of adaptation of the developed information-managing educational environment for schools are presented.

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

State, Society, and the Elementary School in Imperial Germany

1989 ◽  
Author(s):  
Marjorie Lamberti
Keyword(s):  
United States ◽  
19Th Century ◽  
School System ◽  
Primary Schools ◽  
The United States ◽  
Educational Policies ◽  
The Political ◽  
Educational Systems ◽  
German State ◽  
Imperial Germany

The much admired school system of 19th-century Germany served as a model for the educational systems of many other countries, including Britain and the United States. In this illuminating study of German primary schools, Lamberti examines an educational tradition that was the object of wide emulation, but which was often misinterpreted by its admirers. Lamberti also explores the political significance of German educational policies in the Kulturkampf, in the suppression of Polish nationalism in the eastern provinces, and more generally in the struggle between the competing strands of liberalism and authoritarianism in the German state.

A Process Approach to Educational Systems Design

1973 ◽  
Vol 1 (3) ◽  
pp. 185-204
Author(s):  
Donald W. Meals
Keyword(s):  
Educational Technology ◽  
Education System ◽  
Iterative Process ◽  
Systems Design ◽  
Educational Environment ◽  
Process Approach ◽  
Educational Systems ◽  
Dynamic Quality ◽  
Technology Systems

An examination of the steps in systems design reveals it to be an iterative process. The complexity and dynamic quality of the educational environment require designers of educational technology systems to emphasize this process and at the same time take into account conditions within the education system and the community that provide essential data. Examples of attempts to cope with these features of the design processes are presented along with implications for changes in the approach to the design of educational technology systems.

scholarly journals “Kicking and Screaming” or “Gracefully Conceding”: Creative Nonfiction Stories of Aging With Multiple Sclerosis

2021 ◽  
pp. 104973232110098
Author(s):  
Emma V. Richardson ◽  
Robert W. Motl
Keyword(s):  
Quality Of Life ◽  
Multiple Sclerosis ◽  
Older Adults ◽  
Knowledge Translation ◽  
Creative Nonfiction ◽  
Complex Phenomenon ◽  
Structured Interviews ◽  
Cognitive Dysfunctions ◽  
Positive Experiences

Aging with multiple sclerosis (MS) is a complex phenomenon. Some individuals report physical and cognitive dysfunctions regarding these combined experiences, whereas others report perceived improvements in quality of life. Beyond this, little is known regarding how people make sense of, and come to embody, negative or positive experiences of MS. Thus, our objectives were to (a) explore how people made sense of aging with MS and (b) present this in an artful, engaging, transformative way. To achieve this, we conducted 40 semi-structured interviews with older adults who had MS, analyzed data using pluralistic narrative analyses, and presented results through two creative nonfictions. We detail our process of creating the nonfictions before presenting the different stories of aging with MS, namely “Kicking and Screaming” and “Gracefully Conceding.” We then offer recommendations and implications for using these stories as knowledge translation devices, and further critique the limitations of these stories in practice.

Content and Language Integrated Learning: Panacea or Policy Borrowing Myth?

2013 ◽  
Vol 4 (2) ◽  
pp. 317-342 ◽  
Author(s):  
Amos Paran
Keyword(s):  
Second Language ◽  
High Achievers ◽  
Educational Policies ◽  
Student Selection ◽  
Integrated Learning ◽  
Policy Borrowing ◽  
Educational Transfer ◽  
High Level ◽  
The Way

AbstractThis paper examines the spread of Content and Language Integrated Learning (CLIL) through a number of lenses. It argues that the supporters and promoters of CLIL position it as a near-panacea and attribute to it a large number of benefits, not all of which are supported by research. Looking at the issues arising from recent attempts to define CLIL, the paper proposes a distinction between weak and strong CLIL. The paper points to the lacunae in the research into CLIL, and suggests that these gaps are the result of educational policies that privilege a second language over other curricular subjects. Looking at the contexts where CLIL seems to succeed, as well as places where such teaching has been acknowledged to fail, it emerges that success is often connected to a high level of student selection on a number of criteria, as well as a high level of investment in teachers and teaching, and that CLIL often privileges those students who are already high achievers both in language and content. The paper then looks at the way in which the spread of CLIL policies can be understood through theories of policy borrowing and educational transfer.

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