NGO involvement in education policy: principals' voices

2020 ◽  
Vol 34 (10) ◽  
pp. 1509-1525
Author(s):  
Yarden Gali ◽  
Chen Schechter
Keyword(s):  
Education Policy ◽  
Dynamic Process ◽  
School Principals ◽  
Education Systems ◽  
Education Policies ◽  
Content Type ◽  
Community Needs ◽  
Improved Outcomes ◽  
Perceptions Of School ◽  
Practical Implications

PurposeNon-governmental organizations (NGOs) have been involved in academic programs in many Western countries, actively participating and reshaping policy implementation. This tremendous growth in external voluntary and philanthropic organizations in schools is associated with a global trend toward decentralization, commodification, privatization, neoliberalism and governmental budget cuts. NGOs have become very popular partners in attempts to meet education goals set by the government and are increasingly involved both in policy formation and implementation. And arise questions regarding the special challenges facing school principals. This study explored the perceptions of school principals regarding the NGO involvement in designing and implementing education policy in Israel.Design/methodology/approachThe authors applied a qualitative research method, conducting in-depth interviews with primary school principals of schools with low socioeconomic student populations, where NGOs operate at the national level to promote educational achievement programs. This research approach acknowledges the existence of structured, fluid, subjective, flexible and dynamic realities that are attributed different meanings and interpretations and are shaped within political, cultural and social contexts. Thus, this study aims to reflect the perceptions of school principals regarding the involvement of NGOs in design and implementation of education policies. The authors utilized an inductive process of condensing, encoding, categorizing, and theorizing to analyze the data.FindingsData analysis revealed the following three major themes evident in the perceptions of school principals: intersectoral partnership policies in education; a policy of re-examining mutual responsibility for education; and the benefit of NGO engagement in education. Inter-sectoral partnership policy is the emergence of alternative models, defined as different political and institutional ways of organizing collective action is an effective way to organize and benefit, and is a way of introducing new ideas, actors and resources into public education systems. However, this new model is a complex, ongoing and dynamic process with school principals at the helm of these new relationships.Research limitations/implicationsThis study includes new information on how school principals see NGOs involvement in planning and implementation of education policy. However, it was conducted with various limitations. First, participants and their input all relate specifically to education in Israel. Any generalizations that may be drawn from them to shed light on similar processes around the world would require the study also be conducted in diverse sociocultural contexts. Second, interviews with principals were held through the 2016–2017 school year. A longitudinal study would be required to examine whether and how principals feel after years of working with NGOs on various projects. Finally, this study only focused on the opinions of principals, representing only one involved party. This cannot be a comprehensive perspective on the partnership and collaboration between formal education systems and NGOs. Thus, further research is necessary to examine the perceptions of NGOs managers, policymakers, supervisors, teachers, pupils and parents. Based on the authors’ study's findings, they recommend investigating whether, how, and under what conditions principals can nurture partnerships with NGOs as a platform for initiative, particularly the vigorous leadership needed to carry out the policy.Practical implicationsThe establishment and support of intersectoral partnerships between the Education Ministry and NGOs is a complex, ongoing and dynamic process with school principals at the helm of these new relationships. Principals have been given more independence, autonomy and clout as they maintain the external networks now contributing to improved outcomes and addressing unique community needs. Consequently, the more external factors become involved in education, the more principals are required to manage and implement the partnership. As such, policymakers (main office and district supervisors), implementers (NGO managers, school principals, teachers) and recipients (parents and teachers) must stay attentive to each other, adjust expectations as to the limits of responsibility, and primary to recognize the needs to keep making improvements to the partnership that are based on reciprocal assessment. More, all involved parties must continue to be active in developing, deepening and maintaining the employed mechanisms, normalizing them to become the standard in intersectoral partnerships in education.Originality/valueThis study provides theoretical contributions and practical implications of NGO involvement in designing and implementing education policies from the perspective and function of school principals in this era of ever-changing economic and social reality. Establishment and support of intersectoral partnerships between the Education Ministry and NGOs is a complex ongoing and dynamic process with school principals at the helm of these new relationships. The principals have been given more independence autonomy and clout as they maintain the external networks now contributing to improved outcomes and addressing unique community needs and more principals are required to manage and implement the partnership.

scholarly journals The making of information nations

2019 ◽  
Vol 33 (1) ◽  
pp. 12-26 ◽  
Author(s):  
Merlin Stone ◽  
Jon Machtynger ◽  
Liz Machtynger ◽  
Eleni Aravopoulou
Keyword(s):  
Information Technology ◽  
Global Economy ◽  
New Ventures ◽  
Secondary Data ◽  
Social Implications ◽  
Education Policies ◽  
Content Type ◽  
And Mathematics ◽  
High Level ◽  
Practical Implications

Purpose The purpose of this paper is to identify the main characteristics of what have come to be called information nations and to identify some of the determinants of success in becoming an information nation. Design/methodology/approach The paper is based on a critical review of the literature and of secondary data on information technology and services from studies of the innovativeness of nations. Findings Success in becoming an information nation is not necessarily closely connected with investments in information technology and services by firms and policies supporting these investments by governments, or with education policies designed to support the development of science, technology, engineering and mathematics. Other factors, such as the vibrancy of capitalism, particularly the funding of new ventures, the culture of the nation and its focus on non-scientific determinants of innovation, such as design, are also important. Governments should be careful not to take credit for achievements when their policies are merely coincident with those achievements. Research limitations/implications The main limitations relate to the focus of this article on two sets of nations, South East/East Asia and two Western nations. The review of their performance is relatively high level and needs to be deepened, while the number of nations included in the research needs to be increased. Practical implications This paper has substantial practical implications for government policymakers, in terms of whether and how they should make policy at all in this area, and for companies trying to establish a long-term position in the global economy, in terms of being careful not to go against the very strong economic forces which favour certain kinds of activities in certain countries. Social implications This paper has significant social implications, because much of the thinking about developing information societies relies on generalisations about the creation of information nations that may not hold. Governments and social commentators are encouraged to approach the idea of making “big policies” in this area with some scepticism. Originality/value The content of this paper is not original, but the challenge to policymakers is relatively original, as too often the work of academics is sponsored by governments that are trying to legitimate the value of their own efforts.

Increasing innovation

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Leadership Style ◽  
Design Methodology ◽  
Well Being ◽  
Employee Attitudes ◽  
Content Type ◽  
Improved Outcomes ◽  
New Ideas ◽  
Pertinent Information ◽  
Learning Development ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Innovation is essential for organizations to gain competitive advantage and financial success. The leadership style of managers can directly influence employee attitudes and behaviours, which can lead to increased innovation and creativity. A servant leadership style, which puts employees’ growth, learning, development and well-being first, leads to employees reciprocating in positive behaviours. They feel invested in and supported, and feel able and encouraged to suggest new ideas. They feel psychologically safe and feel able to thrive at work. This leads to increased innovation which leads to improved outcomes for the organization as a whole. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Principals’ perceptions of school identity: logo, vision and practice

2019 ◽  
Vol 33 (6) ◽  
pp. 1170-1184
Author(s):  
Geva Iftach ◽  
Orly Shapira-Lishchinsky
Keyword(s):  
School Choice ◽  
National Policy ◽  
School Principal ◽  
Content Type ◽  
Vision Statements ◽  
Identity Based ◽  
Principals Perceptions ◽  
Perceptions Of School ◽  
Depth Interviews ◽  
Practical Implications

Purpose The purpose of this paper is to explore the meaning of the concept “school identity” as reflected in principals’ perceptions of their school logo, vision and practice. Design/methodology/approach In-depth interviews were conducted with 24 principals from Israeli elementary, junior high and high schools. The content analysis of principals’ interviews, including open, axial and selective coding and confirmatory qualitative analysis was used to examine the principals’ perceptions regarding the school’s logo, vision and practice. Findings The principals’ perceptions of the logo, vision and practice comprised five main features: academic, traditional, national, organizational and social-ethical. Different types of relationships were found between these features: correspondence by appearance, correspondence by non-appearance and incongruence. Research limitations/implications The study suggests a new theoretical model for generating the concept of school identity. The study demonstrates that incongruent findings may be viewed as complementary rather than conflicting when establishing a school’s identity. Practical implications The findings can promote an understanding of the function of school logos and vision statements in school practice, and help develop and maintain school identity. All these may affect the surroundings that come in contact with the school principal, such as parental decision on school choice and governmental activities. Originality/value To date, no study has investigated the meaning of school identity based on the principals’ perceptions regarding the school logo, vision and practice. The findings can facilitate the development of an ecological approach, which can help in understanding the meaning of school identity and its effect on students, staff, parents, wider community and national policy.

The meaning of work for Italian school principals

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
School Leadership ◽  
School Principals ◽  
Self Report ◽  
Meaning Of Work ◽  
Role Clarity ◽  
Cross Sectional ◽  
Content Type ◽  
Italian School ◽  
Self Report Data ◽  
Practical Implications

Purpose Firstly, to verify whether and how school principals' meaning of work is associated with personal, organizational and relational aspects of work. Secondly, to verify whether the organizational and relational factors mentioned incrementally predict the meaning of work, when compared with the effect of personal dimensions. Design/methodology/approach Self-report data was collected using a questionnaire adapted to the cultural and work setting of Italian school principals. The data was analyzed using hierarchical multiple regression. Findings The results showed the meaning of work correlated positively [moderately] with all of the predictors considered in the study. Job satisfaction and self-efficacy explained 21% of the variance in the meaning of work. A further 24% of the variance was explained by role clarity, possibilities for development and sense of belonging to the workplace. Finally, positive feedback from colleagues did not explain an incremental variance of the meaning of work. Research limitations/implications The authors note the following limitations of the research: firstly, the cross-sectional design does not allow the inference of causal links among the variables; secondly, because of the use of a self-report questionnaire, non-significant effects such as relationships at work are not explained as they would likely to be by cross-informant approaches. Practical implications The practical implications are the occupation-specific approach to the study of the meaning of work and the need to focus on different roles within the same types of occupation. The more we can understand how principals perceive and value their work, the more effectively training for school leadership can be tailored to the role this entails. Originality/value This study has originality and value in that it investigates an area that has previously been under-researched.

Dynamic multi-actor engagement in networks: the case of United Breaks Guitars

2017 ◽  
Vol 27 (4) ◽  
pp. 738-760 ◽  
Author(s):  
Loic Pengtao Li ◽  
Biljana Juric ◽  
Roderick J. Brodie
Keyword(s):  
Dynamic Process ◽  
Contemporary Literature ◽  
Longitudinal Case Study ◽  
Content Type ◽  
Longitudinal Methods ◽  
Engagement Process ◽  
Value Propositions ◽  
Actor Networks ◽  
Practical Implications

Purpose The purpose of this paper is to explore the dynamic process of multi-actor engagement by examining how it evolves and spreads in actor networks. The authors challenge the dyadic perspective adopted by previous research. Design/methodology/approach An abductive theorizing approach uses a longitudinal case study to develop a theoretical framework of the iterative process of multi-actor engagement. The authors draw on the contemporary literature on engagement, service-dominant logic and value propositions. Findings The research shows that engagement conditions, via actors’ appraisals, lead to engagement properties and result in engagement outcomes as the new conditions for the next iteration. Changes within this multi-actor engagement process lead the network to evolve over time. Research limitations/implications The authors highlight the importance of adopting a dynamic multi-actor perspective of engagement and provide foundations for further research. The use of longitudinal methods that focus on the groups of actors in the evolving network is a key consideration. Practical implications There is the need to understand and measure the dynamic process of engagement among different groups of actors within networks in the service context. Originality/value This is the first empirical study to explore the dynamics of engagement among multiple actors in the network. This leads to the expansion of Storbacka et al.’s (2016) conceptual work by identifying the iterative nature of the multi-actor engagement process, and new components in the process (i.e. actors’ connections, value propositions and engagement outcomes), as well as clarifying existing ones (e.g. engagement properties and actors’ appraisals).

School externalities and scholastic performance: an efficiency analysis

2019 ◽  
Vol 40 (1) ◽  
pp. 102-119 ◽  
Author(s):  
Joseph Deutsch ◽  
Audrey Dumas ◽  
Jacques Silber
Keyword(s):  
Peer Effects ◽  
Design Methodology ◽  
Efficiency Analysis ◽  
Policy Implications ◽  
Data Envelopment ◽  
Education Policies ◽  
Content Type ◽  
Scholastic Performance ◽  
Available Information ◽  
Practical Implications

Purpose The purpose of this paper is to analyze the determinants of scholastic performance using an efficiency analysis perspective. Design/methodology/approach The authors apply data envelopment analysis (DEA) at the pupil level using the 2009 PISA survey in Azerbaijan. Before applying DEA with multiple outputs, this paper integrates the maximum amount of available information on inputs via the use of correspondence analysis. Findings The results show that scholastic efficiency depends positively on the externalities due to the resources of the school and to a peer effect. The analysis of the determinants of these externalities shows how they influence scholastic performance and has some policy implications. Practical implications Education policies should promote the resource externality, because its effect is more homogeneous among pupils. The mechanisms generating school externalities should be taken into consideration by educational authorities, when allocating resources to school and should give some guidelines about how to use these resources and how to manage a school in order to promote peer effects externalities. Originality/value The authors distinguish various sources of efficiency: that of the pupil and that due to school externalities operating via resources and peer effects. The authors relate the efficiency due to school externalities to individual, family and school characteristics.

scholarly journals Implementing social projects with undergraduate students: an analysis of essential characteristics

2020 ◽  
Vol 22 (1) ◽  
pp. 198-214
Author(s):  
Izabela Simon Rampasso ◽  
Renê Grottoli Siqueira ◽  
Vitor W.B. Martins ◽  
Rosley Anholon ◽  
Osvaldo Luiz Gonçalves Quelhas ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Social Entrepreneurship ◽  
Local Community ◽  
Methodological Approach ◽  
Content Type ◽  
Community Needs ◽  
Starting Point ◽  
Method Analysis ◽  
Practical Implications

Purpose This study aims to analyse the essential characteristics for the success of social projects developed with undergraduate students of higher education institutions (HEIs). Design/methodology/approach A case study was conducted to verify the main characteristics of projects in a social entrepreneurship initiative. These features were used to perform a survey with experts to understand which of these items are essential for social projects success, through Lawshe’s method. Findings Of the ten items evaluated, two were considered essential by the experts: “Proper alignment between project scope and actual local community needs” and “Good level of interaction between students participating in the project and the local community”. Practical implications These findings can be useful for professors and coordinators to prepare future projects in HEIs. They may also be advantageous for researchers who may use them as a starting point for future studies. Originality/value The novelty of this study is the methodological approach used: a case study of projects in a social entrepreneurship initiative in a relevant Brazilian university; and a Lawshe’s method analysis of responses of experts in social projects developed in HEIs. The findings can greatly contribute to the debates in this field. No similar research was found in the literature.

Increasing employability

2019 ◽  
Vol 27 (4) ◽  
pp. 7-10
Keyword(s):  
Case Studies ◽  
Human Resource ◽  
Design Methodology ◽  
Reading Time ◽  
Business World ◽  
High Involvement ◽  
Content Type ◽  
Improved Outcomes ◽  
Pertinent Information ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Increasing employability is important for both individuals and organizations in a fast-paced and changing business world. Increased learning helps employees improve their skills, abilities, and knowledge, which in turn increases their competence and confidence, and increases their perception of their employability, as well as the perception of their supervisors. Organizations can invest in their employees by providing high-involvement human resource practices which encourage involvement, support, trust, and autonomy. This in turn increases positive learning behaviors, which leads to increased employability and thus improved outcomes for employees and the organization as a whole. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Distributed leadership and school effectiveness in Egypt and Oman: an exploratory study

2017 ◽  
Vol 31 (6) ◽  
pp. 801-813 ◽  
Author(s):  
Aisha Salim Ali Al-Harthi ◽  
Yasser F. Hendawy Al-Mahdy
Keyword(s):  
Distributed Leadership ◽  
School Effectiveness ◽  
School Principals ◽  
Middle Eastern ◽  
School Principal ◽  
Average Score ◽  
Content Type ◽  
Teachers Perceptions ◽  
Practical Implications

Purpose The purpose of this study is to examine teachers’ perceptions of the levels of distributed leadership (DL) practices and the indicators of school effectiveness (SE) in Egypt and Oman. It also investigated the role of accreditation on these perceptions. Design/methodology/approach The study sampled 635 teachers in Egypt and Oman using the SE index (Hoy, 2009) and the DL scale (Özer and Beycioğlu, 2013). Findings The average score of the perceived level of DL practices of school principal and SE indicators showed was below the agreeableness level. DL was shown to be a positive and significant predictor of SE. The Omani teachers had a significantly higher perception of the availability of DL in their schools and of their schools’ effectiveness than the Egyptian teachers. The results also gave support to the belief that the school accreditation process is a way to increase DL in schools and also to increase the indicators of SE. Practical implications One implication of the findings is the need for training school principals on DL practices that can potentially enhance SE. Another implication is a wider adoption of accreditation practices. Originality/value This study provides empirical evidence about teachers’ perceptions of the availability of SE and DL in schools in two Middle Eastern countries, Egypt and Oman. It also adds support to the belief in the importance of the role of accreditation in increasing SE and DL practices.

scholarly journals The Influence of Globalization on National Education Policies in Nigeria

2020 ◽  
Vol 8 (8) ◽  
pp. 807-819
Author(s):  
Patrick Ik. Ibe ◽  
ANGELA CHEKWUBE EKOH-NWEKE ◽  
AUGUSTINE OBELEAGU AGU
Keyword(s):  
Sixteenth Century ◽  
Education Policy ◽  
Shared Understanding ◽  
Education Systems ◽  
Education Policies ◽  
Policy Makers ◽  
National Education ◽  
Modern Education ◽  
Complex Concept ◽  
National Education Systems

Globalization is one of the most widely contested phenomena by scholars because of its complexity, elusive nature and attribution for its positive and negative outcomes. Historically, globalization and education are very interrelated. This paper will look at the influence of globalization on National Education Policies in Nigeria. The process of globalization began as early as the fourteenth century or at least with emergence of capitalism in the sixteenth century which resulted in the creation in Europe and USA of national education systems. This process continued and resulted in the transfer of these national education systems by colonial powers on other nations, and eventually to the establishment of the globalization institutions and instruments (WB, IMF, UNESCO, UNICEF). The paper will argue that Nigeria since the introduction of national system of education under colonialism, has always been a recipient of her education policies. The country has not been able to articulate/formulate an endogenous education policy. All opportunities (military to civilian, civilian to military) had always ended in the reproduction (expanding or contracting) of the existing policy. Nigerian education policy makers should try to domesticate globalization and related processes by purposefully interacting with globalization demands as policies are being formulated and implemented. The paper will be presented according to the following themes/sections. One will be conceptualizing globalization and coming up with explanations/definitions for a shared understanding of this complex concept. Two, will be the examination of all the education policies against adequacies and relevance to Nigeria’s needs. Three, will be recommendations on how to indigenize modern education policies.

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