A Unique Opportunity for Education Policy Makers

2021 ◽  
Vol 31 (1) ◽  
pp. 157-160
Author(s):  
Jenna Conway
Keyword(s):  
Education Policy ◽  
Policy Makers

Alsatian versus Standard German: Regional Language Bilingual Primary Education in Alsace

Multilingua ◽  
2016 ◽  
Vol 35 (3) ◽  
Author(s):  
Michelle Anne Harrison
Keyword(s):  
Education Policy ◽  
Primary Education ◽  
Language Attitudes ◽  
Original Research ◽  
The European Union ◽  
Policy Makers ◽  
Regional Language ◽  
Written Form ◽  
Globalized World ◽  
Special Case

AbstractThis article examines the current situation of regional language bilingual primary education in Alsace and contends that the regional language presents a special case in the context of France. The language comprises two varieties: Alsatian, which traditionally has been widely spoken, and Standard German, used as the language of reference and writing. The advantages of learning Standard German have been highlighted by language-in-education policy-makers: as well as being the written form of the regional language, German is promoted as the most widely spoken language in the European Union, the language of neighbouring countries, an asset in the search for employment and an aid to learning another powerful language in our increasingly globalized world, namely English. Nevertheless, Alsatian can be, and in some cases is being, employed in the classroom, although it remains in a minority position in comparison to Standard German. Based on original research undertaken in the region, the article aims to explore current classroom practices, which are sometimes found to be incongruous with official language-in-education policy. It analyses the language attitudes of parents and considers the effect of these attitudes on the promotion of Alsatian and Standard German. Practices and attitudes in city and small town locations are compared to evaluate the influence of urban and peri-urban settings. As the transmission of Alsatian is no longer guaranteed in the home, the article investigates whether the school can promote this traditional, non-standardized regional variety alongside the dominant standard languages, and whether parents wish for this to happen.

scholarly journals What about Provincial Institutions in Higher Education Policy in India?

2018 ◽  
pp. 26
Author(s):  
Anamika Srivastava ◽  
Nandita Koshal
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Policy Makers

In this article, we take stock of provincial higher education institutions in India, which—advertently or not—have not yet caught the attention of policy makers. However, these institutions employ the majority of the teachers and cater to the needs of the majority of students in the country.

Continuity and Change: Special Education Policy Development in Toronto Public Schools, 1945 to the Present

2016 ◽  
Vol 118 (2) ◽  
pp. 1-42
Author(s):  
Jason Ellis ◽  
Paul Axelrod
Keyword(s):  
Special Education ◽  
Education Policy ◽  
School Board ◽  
Inclusive Education ◽  
Policy Change ◽  
Policy Development ◽  
Developmental Trajectory ◽  
Education Policies ◽  
Policy Makers ◽  
Special Education Policy

Background/Context It is frequently assumed that changes in special education policies since 1945 have come mostly from “landmark research” or actions of a few “pioneers.” We argue in this article that there have been many different sources of change, including legislation, court rulings, activism, and even shifts in socially and historically constructed categories of ability. In contrast to the contention that there has been “a gradual but steady progression towards the present inclusive education,” we argue that remarkable continuity has characterized certain elements of policy as well. The article identifies general trends in special education policy development historically that can help to inform the most current thinking about policy change in special and inclusive education. Purpose How has special education policy developed historically? What factors have been involved? How can historical research help education researchers, policy makers, school personnel, and others to deepen their understanding of the development of policy? The Toronto public school system is examined. The developmental trajectory of special education policy in Canada's largest urban school board generally resembles the development of policy in other large American and Canadian cities. The period from 1945 to the present was selected because the shifting character of special education policy across this broadsweep of time is not well understood. Research Design This qualitative study employs historical analysis. It draws on archival documents, school board and provincial government records, and pertinent secondary sources. Conclusions/Recommendations There are a few identifiable general trends in special education policy development historically. Prior to 1970, local school officials were empowered to make many changes in special education policy; since 1970, this ability has been eroded in favor of centralized policy making, with parents and others possessing some ability to influence policy change. Today, policy makers must balance different contextual factors and stakeholder interests that have developed over time, not least of all the interests of teachers who have been important partners to policy implementation. The degree of “policy talk” about inclusion, and about a social model of disability, has exceeded the degree to which either has actually been implemented. Rather, a continuum of services model that hybridizes segregated and inclusive settings continues today to characterize special education policies, as it has since the 1970s. Money matters in special education policy, especially when it is tied to specific policy options and can therefore influence local policy decisions, but also depending on whether the power to raise and disburse funds is held locally or centrally.

Cloud Computing in Higher Education

2012 ◽  
pp. 1672-1685
Author(s):  
P. Sasikala
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Cloud Computing ◽  
Rural Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Computer Users ◽  
Classroom Experiences ◽  
Policy Makers ◽  
The Status

Cloud Computing promises novel and valuable capabilities for computer users and is explored in all possible areas of information technology dependant fields. However, the literature suffers from hype and divergent definitions and viewpoints. Cloud powered higher education can gain significant flexibility and agility. Higher education policy makers must assume activist roles in the shift towards cloud computing. Classroom experiences show it is a better tool for teaching and collaboration. As it is an emerging service technology, there is a need for standardization of services and customized implementation. Its evolution can change the facets of rural education. It is important as a possible means of driving down the capital and total costs of IT. This paper examines and discusses the concept of Cloud Computing from the perspectives of diverse technologists, cloud standards, services available today, the status of cloud particularly in higher education, and future implications.

Scholarship and Supercomplexity

2020 ◽  
pp. 263-282
Author(s):  
Kerri-Lee Krause
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Academic Work ◽  
Policy Implications ◽  
Policy Makers ◽  
Education Environment

In this chapter, links between the constructs of scholarship and supercomplexity in higher education are examined, along with policy implications. Boyer's holistic, joined-up conceptualization of scholarship is recognised as seminal, yet in many cases, application of his work has led to fragmentation of academic work in an already-fractured, supercomplex higher education environment. The scene is set by considering a range of dimensions of the scholarship construct within higher education. Particular emphasis is placed on scholarship as it relates to academic roles and identities. In this section, account is also taken of the challenges encountered by faculty, managers, and policy-makers alike in drawing connections and distinctions between scholarship and research in academic work. Consideration then shifts to implications for higher education policy and policy-makers at the macro – national and international, meso-institutional, and micro-departmental and individual levels.

Where now for equity and effectiveness policy?

2018 ◽  
pp. 205-214
Author(s):  
Stephen Gorard
Keyword(s):  
Education Policy ◽  
Education System ◽  
Child Poverty ◽  
Short Term ◽  
Policy Makers ◽  
Root Cause ◽  
Specific Policy ◽  
Policy Proposals ◽  
Effective Education

This chapter considers solutions for a more effective education policy. Education mostly appears to reflect society, which suggests that the root cause of inequality is at least partly not educational. Education policy cannot be expected to solve issues such as child poverty alone, in the short term, or even at all. This means that education policy has to be humbler, but it still has important roles to play — in ensuring that inequalities are not worsened by the education system, and by promoting structures and interventions that can ‘compensate for society’, to some extent. In this light, this chapter provides examples of specific policy proposals, considers where policy-makers have erred, and shows how policy can work with research.

scholarly journals Aligning the times: Exploring the convergence of researchers, policy makers and research evidence in higher education policy making

2020 ◽  
pp. 003452372092067
Author(s):  
Karen Smith ◽  
Scott Fernie ◽  
Nick Pilcher
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Policy Making ◽  
Research Evidence ◽  
Policy Networks ◽  
Policy Makers ◽  
The Times ◽  
Depth Interviews ◽  
Research And Policy

The complexity of contemporary higher education policy making and the multitude of evidences and actors in policy networks mean that relationships between higher education researchers, policy makers and research evidence are not straightforward. In this article, we use a theoretical lens of time, Adams’ Timescapes, to explore this relationship and better understand why the research and policy worlds are frequently described as divided. Drawing on in-depth interviews with higher education researchers, policy makers and research funders, we show how research and policy have different interpretations of time. We discuss the Timeframes, or lengths, of work and career, the Temporality, or complexity, of ‘evidence’, of networks and relationships, and the importance of elements such as Timing, or synchronisation, and Tempo, or pace. We conclude that policy makers and higher education researchers may be better able to make sense of the problematic nature of aligning their concerns, interests and actions through understanding different Timescapes.

An Overview of Language-in-Education Policy Making

1981 ◽  
Vol 2 ◽  
pp. 105-111 ◽  
Author(s):  
Alison d'Anglejan
Keyword(s):  
Education Policy ◽  
Policy Making ◽  
Third World ◽  
Large Scale ◽  
Formal Education ◽  
Educational Achievement ◽  
Critical Role ◽  
Policy Makers ◽  
Migrant Populations ◽  
Acts Of God

Such are the vicissitudes of economics, politics, and Acts of God, that the provision of appropriate schooling for disparate refugee or migrant populations presents an enduring challenge for educators and policy–makers. The challenge is not a new one in that large scale migrations of people have been taking place since the earliest times in recorded history. However, it is heightened in today's world by our recongnition of the critical role which formal education plays in determining an individual's capacity to benefit from and to contribue to the society in which he lives. Such are the vicissitudes of economics, politics, and Acts of God, that the provision of appropriate schooling for disparate refugee or migrant populations presents an enduring challenge for educators and policy–makers. The challenge is not a new one in that large scale migrations of people have been taking place since the earliest times in recorded history. However, it is heightened in today's world by our recongnition of the critical role which formal education plays in determining an individual's capacity to benefit from and to contribue to the society in which he lives. This is as true for Third World countries as it is for modern industrialized ones. Given that educational achievement is a fundamental determinant of social and occupational mobility, it makes sense for the State to do whatever possible to ensure that migrants are provided every opportunity to become fully participating members of society rather than remaining marginal or disfunctional.

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