scholarly journals Exploring how the national COVID-19 pandemic policy and its application exposed the fault lines of educational inequality

2021 ◽  
pp. 1-19
Author(s):  
Ronicka Mudaly ◽  
Vimolan Mudaly
Keyword(s):  
Online Teaching ◽  
Educational Inequality ◽  
Critical Policy Analysis ◽  
School Settings ◽  
Departments Of Education ◽  
Teachers And Students ◽  
The Government ◽  
Future Policy ◽  
Critical Policy ◽  
Academic Year

During the COVID-19 pandemic, many surveys in education were conducted. These revealed alarming statistics about learners losing half of the academic year, parents' anxiety about sending children to school, and a minority of education institutions being able to offer online teaching. In response to a cacophony from teachers' and students' unions, school governing body representatives, scientists and education experts, the government decided to close education institutions as part of what was known as the hard lockdown. Against this background, we used critical policy analysis (CPA) to explore decision-making by education departments and the enactment of these decisions at schools. This qualitative study revealed iniquity and inequity as departments of education made decisions to close and reopen institutions. The findings revealed a tension between expectations of producers of policy and enactors of policy within unequal school settings. We recommend a repositioning from the perspective of the dispossessed to inform future policy.

scholarly journals THE ROLE OF GOVERNMENT APPARATUS (DEVOTION) ON DEVELOPMENT OF BUREAUCRACY IN PUBLIC POLICY PERSPECTIVES IN THE INDUSTRIAL REVOLUTION 4.0 ERA (R & D Study In Rancasari Riung Bandung District, Bandung City, West Java)

2019 ◽  
Vol 9 (1) ◽  
pp. 17-30
Author(s):  
Ade Tutty R. Rosa
Keyword(s):  
Public Policy ◽  
Public Services ◽  
Industrial Revolution ◽  
Critical Policy Analysis ◽  
Performance Technology ◽  
Role Of Government ◽  
The Government ◽  
And Performance ◽  
Critical Policy

ABSTRACT Problems related to public services include uncertainty over time, costs and ways of providing services to the community making poor service quality. The role of the Camat in the region is very important in terms of public services. The research focus is the Rancasari Riung sub-district of Bandung which requires synergy, measurable steps, coordinated to follow up on programmed problems that have not been effective. It is necessary to improve the ability of the government to be competent in providing services to the community and accepted in the industry, it requires the development of public policy bureaucracy and performance technology capacity. This study aims to improve the performance of government officials, especially the role of the Camat, to influence bureaucratic policy in the perspective of public policy, improve the ability of public service apparatus performance, create quality government, be able to play a role in the disruption and industrial revolution 4.0. Qualitative descriptive research method. Research results The role of Camat in the sub-district that was used as the focus of research in several aspects studied had not all had very good categories, especially related to quality and quality public services. Keywords: critical policy analysis, bureaucratic development, industrial revolution 4.0

scholarly journals Policy advocacy, inequity, and school fees and fundraising in Ontario, Canada

2017 ◽  
Vol 25 ◽  
pp. 40 ◽  
Author(s):  
Sue Winton ◽  
Michelle Milani
Keyword(s):  
Public Schools ◽  
Policy Analysis ◽  
Policy Advocacy ◽  
Critical Policy Analysis ◽  
The Past ◽  
Dominant Discourses ◽  
The Government ◽  
Critical Policy

Fundraising and collecting fees are ubiquitous in Ontario, Canada’s public schools. Critics assert that these practices perpetuate and exacerbate inequities between schools and communities. In this article we present findings from a critical policy analysis of an advocacy group’s efforts to change Ontario’s fees and fundraising policies over the past two decades. Rhetorical analyses of 110 texts finds that the group constructed the problem of each policy similarly, targeted the same audiences, and utilized many of the same strategies to appeal to logos, ethos, and pathos in their struggle over the policies’ meanings. However, only one out of four of the group’s policy meanings became dominant. The discursive and critical policy perspectives grounding the study directed us to examine how neoliberalism and the policies’ shared broader social, political, and economic contexts can help explain this outcome. Specifically, the group’s efforts to change Ontario’s school fees and fundraising policies confronted dominant discourses that construct parents as consumers of education and responsible for their children’s success in a competitive world, promote the meritocratic notion that successful people deserve their success and the benefits it brings, view the government as responsible only for providing the basic requirements of education, and support privatization and marketization of public schools.

scholarly journals How much the Iranian government spent on disasters in the last 100 years? A critical policy analysis

2020 ◽  
Vol 18 (1) ◽  
Author(s):  
Hamed Seddighi ◽  
Sadegh Seddighi
Keyword(s):  
Policy Analysis ◽  
Government Expenditure ◽  
Budget Allocation ◽  
Policy Statement ◽  
Critical Policy Analysis ◽  
National Budget ◽  
Response And Recovery ◽  
Iranian Government ◽  
The Government ◽  
Critical Policy

Abstract Background During the past 20 years, Iran has been experiencing a significant increase in the occurrence of disasters mainly due to the emergence of anthropogenic climate change. This paper aims at analyzing the trend of national budget allocation in Iran over the last 100 years to evaluate the focus of the Iranian state on the four phases of Preparedness, Mitigation, Response, and Recovery and propose modifications. Methods It is used a critical policy analysis with what’s the problem represented approach. In this approach is focused on problematization and policy gaps. The most important policy statement in any government is the budget. During the first screening, 1028 regulations and laws were found from 1910 to 2020. After full text screening, 494 regulations and laws related to budget allocation to disasters were analyzed. Results The Iranian government has spent around 29 billion USD on disasters during the last 100 years. Droughts, earthquake and flood have costs the government more than other disasters, accounting for more than 14, 6.9, and 6.1 billion USD, respectively, in the allocated budget. Most of the Iranian government expenditure during the last 100 years on various disasters such as drought, flood, earthquake, and COVID-19 has been spent on involuntary costs including Response and Recovery. Mitigation and Preparedness are the two critical disaster management phases with very small shares of national budgeting. Conclusions From policy audit and policy gaps it is concluded that Iranian governments during last 100 years, problematized the issue of “disasters strike” and not “disasters’ risks”. In time of disasters, governments tried to solve the issues or impacts of disasters with budgeting to response and recovery. Nevertheless, disasters’ prevention or mitigation or preparedness was not a problem for Iranian governments from 1920 to 2020.

scholarly journals COVID-19 Outbreak: Insights about Teaching Tasks in a Chemical Engineering Laboratory

2020 ◽  
Vol 10 (9) ◽  
pp. 226 ◽  
Author(s):  
Sergio Nogales-Delgado ◽  
Silvia Román Suero ◽  
José María Encinar Martín
Keyword(s):  
Chemical Engineering ◽  
University Teaching ◽  
Face To Face ◽  
Virtual Tools ◽  
Teachers And Students ◽  
E Learning ◽  
The Government ◽  
Online Library ◽  
The University ◽  
Academic Year

Apart from the evident tragedy that the COVID-19 outbreak has meant regarding both personal and economic costs, the normal functioning of the academic year has been drastically altered at all educational levels. Regarding Spain, the state of alert implemented by the government from mid-March to June has affected traditional face-to-face sessions at universities, as they were forbidden and replaced by online lessons. The aim of this work was to explain our own experience during the COVID-19 outbreak in a chemical engineering laboratory at the University of Extremadura, concerning the university teaching and the final degree project follow-up, whose method of teaching was active and participatory, based on constructivism and focused on the student as the center of the learning process. Thus, the confinement affected both the teachers and students differently, depending on the degree of completion of their main tasks and their previous skills with computing and virtual tools, among other factors. The existence of an operating virtual campus and an online library has made the transition to total e-learning and telework easier for teachers and students.

scholarly journals Educational Policy Reform and its Impact on Equity Work in Ontario: Global Challenges and Local Possibilities

2003 ◽  
Vol 11 ◽  
pp. 51 ◽  
Author(s):  
Goli M. Rezai-Rashti
Keyword(s):  
Analysis Framework ◽  
Policy Studies ◽  
Critical Policy Analysis ◽  
Global Policy ◽  
Educational Restructuring ◽  
Local Site ◽  
Restructuring Process ◽  
The Government ◽  
Critical Policy ◽  
Government Level

In this article I discuss the effects of global policy discourses on the educational restructuring of the work of equity workers in Ontario, Canada. Research in two school boards with those directly involved in equity work revealed that the restructuring process had uneven and unexpected effects on the activities of equity workers. Using the critical policy analysis framework, the analysis moves into a discussion of the complexities of policy studies. I argue that the policies introduced at the government level are implemented and practiced on the basis of the historical specificities found at each local site. (Note 1)

scholarly journals Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak

2020 ◽  
Vol 13 (3) ◽  
pp. 55 ◽  
Author(s):  
Wunong Zhang ◽  
Yuxin Wang ◽  
Lili Yang ◽  
Chuanyi Wang
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Academic Research ◽  
Management Policy ◽  
Chinese Government ◽  
Home Based ◽  
Teachers And Students ◽  
The Government ◽  
Online Teacher Training ◽  
Teaching Learning

Against the backdrop of the COVID-19 outbreak, an emergency policy initiative called “Suspending Classes Without Stopping Learning” was launched by the Chinese government to continue teaching activities as schools across the country were closed to contain the virus. However, there is ambiguity and disagreement about what to teach, how to teach, the workload of teachers and students, the teaching environment, and the implications for education equity. Possible difficulties that the policy faces include: the weakness of the online teaching infrastructure, the inexperience of teachers (including unequal learning outcomes caused by teachers’ varied experience), the information gap, the complex environment at home, and so forth. To tackle the problems, we suggest that the government needs to further promote the construction of the educational information superhighway, consider equipping teachers and students with standardized home-based teaching/learning equipment, conduct online teacher training, include the development of massive online education in the national strategic plan, and support academic research into online education, especially education to help students with online learning difficulties.

scholarly journals Journey And Pitstops Of Online Teaching And Learning: Enhancing The Learning Continuity Plan For The New Normal In Education

2021 ◽  
Vol 7 (1) ◽  
pp. 18
Author(s):  
Gilbert S. Arrieta ◽  
I Ketut Sudarsana
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Social Activity ◽  
Online Classes ◽  
Online Teaching And Learning ◽  
Short Period ◽  
Teachers And Students ◽  
New Policies ◽  
Academic Year

<p>Education is a physical and interactive human activity. Primarily, teachers and students meet and take part in various learning activities in school. Other educational activities are held outside the school to augment what is learned inside the school campus. When technology developed and made online education possible, it was not fully embraced because education is also a social activity. However, the Covid-19 pandemic forced everyone to do things online including education. Unprepared and untrained for this new learning modality, educators had to prepare for a short period of time. Teachers underwent training through online webinars and conferences, and learning continuity plan was developed. Online classes for academic year 2020-2021 started six months ago which revealed the strengths, weaknesses, challenges, and issues in online teaching and learning. This study aims to find out the challenges encountered by the school leaders, teachers, and academic in the implementation of the learning continuity plan for online education including the resolutions made to address the challenges. Based on the study, it was found out that formulation and implementation of new policies, technological resources and capability of teachers and students, mental health and concerns of teachers and students, communication with parents and students, and school requirements. Different resolutions were made that addressed the concerns. It also revealed that the learning continuity plan is responsive to online teaching and learning but there are components that need to be enhanced.</p>

scholarly journals CONSEQUENCES OF COVID-19 IN HIGHER EDUCATION. ONLINE OR PRESENTIAL TEACHING?

2021 ◽  
pp. 275-288
Author(s):  
Ana Medina López ◽  
María Luisa Delgado Jalón ◽  
Ángeles Cámara Sánchez
Keyword(s):  
Online Teaching ◽  
University Education ◽  
Online Evaluation ◽  
Formative Stage ◽  
University Life ◽  
Teachers And Students ◽  
Technological Means ◽  
Key Aspects ◽  
The University ◽  
Academic Year

The coronavirus crisis has led to a succession of urgent changes in the field of university education. At Universidad Rey Juan Carlos (URJC), during the first half of 2020, teaching was adapted to the online modality, learning methodologies were transformed and online evaluation was implemented. The university already had a digital platform, although the change had to deal with certain obstacles as some professors and/or students lacked the adequate technological means or did not have the necessary digital skills to abruptly adapt to the new context. When facing next academic year planning, the 2020-21, in the specific case of the Faculty of Legal and Social Sciences (FCJS), which hosts 57% of the total number of students at the URJC, it was necessary to draw the new scenario in which it was decided to return to the classrooms according to a hybrid system. Teachers and students have noted the importance of classroom teaching due to advantages such as the richness of the study environment and university life with all its implications. Given the diversity of the degrees taught at the FCJS, we conclude that online teaching enables interaction between teacher and student but limits the development of certain skills of students in key aspects of this formative stage. Resumen La crisis del coronavirus en el ámbito de la educación universitaria ha dado lugar a una sucesión de cambios urgentes en la Universidad Rey Juan Carlos (URJC). Durante la primera mitad del 2020 se adaptó la docencia a la modalidad online, se transformaron las metodologías docentes y se llevó a cabo la evaluación online. La universidad contaba ya con una plataforma digital, aunque el cambio no estuvo exento de obstáculos ya que algunos profesores y/o alumnos carecían de medios tecnológicos adecuados o bien no contaban con las habilidades digitales necesarias para adaptarse de forma abrupta al nuevo contexto. Para afrontar el siguiente curso 2020-21, en el caso concreto de la Facultad de Ciencias Jurídicas y Sociales (FCJS), que acoge al 57% del total de estudiantes de la URJC, hubo que planificar el nuevo escenario en el que se optó por el regreso a las aulas según un sistema híbrido. Docentes y estudiantes han constatado la importancia de la docencia presencial por ventajas tales como la riqueza del entorno de estudio y la vida universitaria, con todas sus implicaciones. Dada la diversidad de los grados que se imparten en la FCJS, concluimos que la docencia online posibilita la interacción entre docente y estudiante, pero limita el desarrollo de ciertas habilidades de los estudiantes en aspectos clave propios de esta etapa formativa.

Covid-19 Pandemic And Sustainabilitystudy At Madrasah Ibtidaiyyahpsm Sulursewu, Teguhan, Ngawi, East Java

2020 ◽  
Vol 1 (02) ◽  
pp. 103-114
Author(s):  
Moh. Toriqul Chaer ◽  
Muhammad Atabiqul As'ad ◽  
Qusnul Khorimah ◽  
Erik Sujarwanto
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Psychological Impact ◽  
Educational Institutions ◽  
Participatory Action ◽  
Social Phenomena ◽  
Learning Programs ◽  
Teachers And Students ◽  
The Government

The continuity of learning programs during the COVID-19 pandemic found educational institutions, especially Madrasah Ibtidaiyyah (MI) temporarily closed the learning process in schools. To prevent the spread of COVID-19 that is currently engulfing Indonesia. Lack of preparation, readiness and learning strategies have a psychological impact on teachers and students. Declining quality of skills, lack of supporting facilities and infrastructure. Learning from home (online) is an effort by the government program to ensure the continuity of learning in the pandemic period. The research method uses participatory action research (PAR), which focuses on understanding social phenomena that occur in the community and mentoring efforts on the problems faced. The assistance effort is to help the children of MI Sulursewu, Ngawi in participating in online learning related to; 1). Preparation of activities, 2). Counselling participants offline method, 3). Offline activities method. Results of the study show that the mentoring activities following the target of achievement; first, the activity can be carried out following the schedule that has been set. Second, students are always on time for the online learning hours that have been set. Offline methods show that efforts can help ease the burden on parents, but can also make it easier for students to receive subject matter.  

PENDIDIKAN BERBASIS BUDAYA (Presfektif Pemikiran H.A.R. Tilaar)

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
AGUNG KURNIAWAN DJIBRAN
Keyword(s):  
Content Analysis ◽  
Text Book ◽  
Interactive Process ◽  
National Education ◽  
Teachers And Students ◽  
The Government ◽  
Education Culture ◽  
Education Opportunity ◽  
Education Concept ◽  
Education Process

AbstractH.A.R. Tilaar emphasizes to the importance of education based on culture, because education is process of culture. Therefore, between the education and culture has been greatly relation, because the education is not able to be separated from culture that has reflected and grown up dynamically in Indonesian society.The purpose of this research is to determine how the education based on culture according to H.A.R. Tilaar’s perspective. The object of this research was H.A.R. Tilaar’s Perspective which concerns to the education based on culture.The approach of this research was literature review. The source of the data were a text book written by H.A.R. Tilaar and other literatures related to this research. The technique of analyzing data were the content analysis of the text book written by H.A.R. Tilaar and other literatures.The result of this research are : (a) H.A.R. Tilaar conceptualizes the education as an culturing processes; (b) the education process is an culturing process through the interactive process between teachers and students; (c) it is necessary to the Government of Indonesia to correct the National education concept by proposing several aspects such as ; (1) the basic value of education; (2) to notice the function of sociological education; (3) the relation between culture and education; (4) the education as The Agent ofChange, and (5) to get the equalization of education opportunity; and (d) to grow up the creative and adaptive thinking toward education phenomenawhich always move dynamically in the environment of the Indonesian community which has its complexity.Keyword: Education, Culture.

Sign in / Sign up

Export Citation Format

Share Document