Issues in the Hong Kong Applied Learning Trials

This paper presents critical issues in the conceptualisation and positioning of applied learning (APL) in Hong Kong trials. It draws on a critical review of official documentation and interviews with participants involved in the 2003-09 developmental trials of APL policy: policy makers, APL provider leadership personnel, school leadership personnel, APL teachers and course coordinators, and APL students. Analysis of the documentation and interview data revealed five critical limiting issues of the way APL was promulgated in and through the policy development process: (1) its de-vocationalisation; (2) its under-theorisation; (3) its limited academic recognition; (4) its lack of vocational recognition; and (5) its poor standing. Those issues suggested the importance of the following considerations in APL policy development: a clear and consistent prioritisation of vocational and general education goals; a strongly theory-driven approach; academic credit equivalence into general educational qualifications; the dual recognition of APL in both general secondary and vocational education qualifications; and sensitivity to the unintended consequences of policy developments.

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Strategy Development

Developing Successful ICT Strategies ◽

10.4018/978-1-59904-654-9.ch002 ◽

2011 ◽

pp. 40-57 ◽

Cited By ~ 1

Author(s):

Suleman Aziz Lodhi

Keyword(s):

Policy Development ◽

Development Process ◽

Research Capacity ◽

Strategy Development ◽

Environmental Complexity ◽

Policy Makers ◽

Digital Era ◽

Policy Development Process ◽

Critical Issues ◽

Ict Policy

Trade globalization and advancement in ICT may be considered as the two major forces that will be directing economic growth of a country in the coming years. Policy makers have realized the importance of ICT in achieving national goals in the digital era. The developing and underdeveloped countries generally lack research capacity and standard policy development processes that are critical for developing a successful ICT policy. Cause of policy failure in these countries can most of the time, be traced to flaws in policy development process rather than environmental complexity. The chapter provides an insight on policy development process from strategic management perspective to highlight critical issues, which are sometimes overlooked by policy makers. The purpose is to assist the policy makers in developing successful ICT Policy for their countries.

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A Data-informed Public Health Policy-Makers Platform

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17093271 ◽

2020 ◽

Vol 17 (9) ◽

pp. 3271 ◽

Cited By ~ 1

Author(s):

Dario Brdarić ◽

Senka Samardžić ◽

Ivana Mihin Huskić ◽

Giorgos Dritsakis ◽

Jadran Sessa ◽

...

Keyword(s):

Public Health ◽

Hearing Loss ◽

Policy Development ◽

Policy Makers ◽

Number Of Factors ◽

Policy Development Process ◽

Key Factor ◽

Effective Public Health ◽

Data Informed ◽

Health Policymaking

Hearing loss is a disease exhibiting a growing trend due to a number of factors, including but not limited to the mundane exposure to the noise and ever-increasing size of the older population. In the framework of a public health policymaking process, modeling of the hearing loss disease based on data is a key factor in alleviating the issues related to the disease and in issuing effective public health policies. First, the paper describes the steps of the data-driven policymaking process. Afterward, a scenario along with the part of the proposed platform responsible for supporting policymaking are presented. With the aim of demonstrating the capabilities and usability of the platform for the policy-makers, some initial results of preliminary analytics are presented in the framework of a policy-making process. Ultimately, the utility of the approach is validated throughout the results of the survey which was presented to the health system policy-makers involved in the policy development process in Croatia.

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The Changing Focus of Public Policy

Council review ◽

10.1177/001440297904500405 ◽

1979 ◽

Vol 45 (4) ◽

pp. 270-277 ◽

Cited By ~ 3

Author(s):

Scottie Higgins ◽

Josephine Barresi

Keyword(s):

Public Policy ◽

Policy Development ◽

Development Process ◽

Public Law ◽

Education For All ◽

Exceptional Children ◽

Policy Makers ◽

Special Education Policy ◽

The Past ◽

Policy Development Process

The arena of public policy affecting exceptional children has grown steadily during the past decade. One phase of this activity culminated with the passage of Public Law 94-142, the Education for All Handicapped Children Act of 1975. Since then policy relating to exceptional children has continued to develop but with a shift of focus and with the involvement of a wider variety of policy makers. These changes in the policy development process are described by the authors. Three types of policy are defined through representative examples of changes and state special education policy within the past three years.

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School leadership for equity and learning and the question of school autonomy

Eesti Haridusteaduste Ajakiri = Estonian Journal of Education ◽

10.12697/eha.2015.3.1.03b ◽

2015 ◽

Vol 3 (1) ◽

pp. 65-79

Author(s):

Pavlos Hatzopoulos ◽

Andreas Kollias ◽

Kathy Kikis-Papadakis

Keyword(s):

School Leadership ◽

Policy Development ◽

Policy Network ◽

School Autonomy ◽

Policy Makers ◽

European Education ◽

Leadership Policy ◽

Context Specific ◽

Comprehensive Framework ◽

Universal Solutions

The article draws from the work conducted in the context of the European Policy Network on School Leadership (EPNoSL). In particular, it is based on an in-depth review of school leadership policies in 21 European countries and the discourse that is taking place in EPNoSL’s webinars, national workshops and peer learning activities organised in several EU countries with the participation of a variety of school leadership stakeholders (including policy makers at European, national, and local levels, school leaders, teachers and other professionals, academics, researchers, parents and students). EPNoSL is a network of 42 European institutions that aims at improving policy on, and practice in, school leadership in Europe. The article discusses the question of school autonomy in the context of school leadership policy development in Europe. School autonomy is considered as a critical precondition for the development of comprehensive school leadership policies. Based on the comprehensive framework of school leadership policy development that has been developed in the context of this project, the article undertakes two main tasks. Firstly, it attempts to show that instead of searching for universal solutions on the question of school autonomy, it is important to reflect on context-specific policies on autonomy that aim at the attainment of concrete learning and equity goals. Secondly, it specifies seven general directions for policies on school autonomy that are adaptive to the divergent experiences of European education systems.

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A Collaborative Approach to OER Policy and Guidelines Development in the Commonwealth: The Case of Botswana, Cameroon, and Sri Lanka

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v19i2.3415 ◽

2018 ◽

Vol 19 (2) ◽

Author(s):

Ishan Sudeera Abeywardena ◽

Shironica P. Karunanayaka ◽

Michael N. Nkwenti ◽

Lekopanye Tladi

Keyword(s):

Sri Lanka ◽

General Education ◽

Policy Development ◽

Success Factors ◽

Guideline Development ◽

Open Educational Resources ◽

Collaborative Approach ◽

The Sustainable Development ◽

Policy Development Process ◽

Guidelines Development

Access to relevant learning resources is an important aspect in ensuring inclusive and equitable quality education and lifelong learning opportunities for all as outlined in the sustainable development goal 4 (SDG4). The Commonwealth of Learning (COL) has identified the development of open educational resources (OER) as a potential answer to these challenges. A total of 29 provincial/regional OER policies and guidelines were developed in Sri Lanka, Botswana, and Cameroon closely involving 608 provincial/regional policymakers from the general education system. The innovation of this project lies in the collaborative approach adopted for OER policy/guideline development where a maximum number of policymakers at the provincial/regional level have been included in the policy development process. Key applications of the approach are mass-sensitization of policymakers, identification of champions in each province or region to drive the OER agenda forward, and the development of policies/guidelines tailored to the specific needs of a particular jurisdiction. The paper will also highlight the success factors, challenges, and the follow-up activities of the project.

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COVID-19 Response In U.S. Assisted Living Settings: Key Stakeholder Perspectives

Innovation in Aging ◽

10.1093/geroni/igab046.219 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

pp. 57-58

Author(s):

Sarah Dys ◽

Jaclyn Winfree ◽

Paula Carder ◽

Sheryl Zimmerman ◽

Kali Thomas

Keyword(s):

Assisted Living ◽

Policy Development ◽

State Level ◽

Unintended Consequences ◽

Direct Care ◽

Health Priorities ◽

Regulatory Requirements ◽

Policy Practice ◽

Stakeholder Perspectives ◽

Policy Development Process

Abstract Unique regulatory requirements and scope of services within assisted living (AL) pose distinctive challenges to COVID-19 response. To identify COVID-19 issues specific to AL, we recruited stakeholders with expertise in AL operations, policy, practice, and research (n=42) to participate in remote interviews between July and September 2020. Using thematic analysis, we derived the following overarching themes: 1) Policymakers lack an understanding of the AL context; 2) AL administrators were left to coordinate guidelines with little support; 3) AL organizations faced limited knowledge of and disparate access to resources; 4) State-level regulatory requirements conflicted with COVID-19 guidelines resulting in confusion; and 5) AL operators struggled to balance public health priorities with promoting their residents’ wellbeing. To develop evidence-informed policy and avoid unintended consequences, AL operators, direct care workers, residents, and clinicians practicing in these settings should have opportunities to provide feedback through the policy development process, both state and national.

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Implementing IT Policy and the Bedevilment of Post-Colonialism - A Case Study in Tanzania

E-Commerce and Cultural Values ◽

10.4018/978-1-59140-056-1.ch004 ◽

2011 ◽

pp. 75-106 ◽

Cited By ~ 1

Author(s):

Joseph Kabalimu ◽

Brian Corbitt ◽

Theerasak Thanasanakit

Keyword(s):

Policy Development ◽

Development Process ◽

Policy Makers ◽

Implementation Phase ◽

Post Colonial ◽

Policy Model ◽

Socially Constructed ◽

Policy Development Process ◽

Values And Beliefs ◽

Post Colonialism

This chapter is concerned with how Tanzania has been socially and economically affected by post-colonialism at a policy level as well as at an ordinary (public) level during the IT policy development process in the country. An IT policy according to Corbitt (1999:309) “is a reflection of the society in which it is formed and is socially constructed within the ideologies which frame that society.” Corbitt (1999:312) goes on to describe the implementation phase of the policy: Policy is implemented in an environment influenced by ideologies which spawn values and beliefs, some of which are known, recognized and obvious to the actors involved, whilst other influences are not recognized, nor obvious. This chapter examines the post-colonial influence, which comprises both directly and indirectly, observed implications within the IT policy development process in Tanzania. The discussion focuses on challenges which face decision and policy-makers in the country. The chapter also proposes an IT policy model which might be developed or designed using a different approach from the traditional policy-making model.

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Comparing The Principalship of Madrasah and Sekolah in The Decentralization Era

International Conference of Moslem Society ◽

10.24090/icms.2016.1823 ◽

2016 ◽

Vol 1 ◽

pp. 24-35

Author(s):

Saefudin A Safi'i

Keyword(s):

Public Sector ◽

School Leadership ◽

Policy Development ◽

Central Government ◽

Good Governance ◽

Ground Level ◽

New Order ◽

The Public ◽

Centralized Management ◽

Decentralization Policy

The downfall of the New Order Regime in 1998 brought about significant change to Indonesia’s public sector. Law number 22 of 1999, further refined by Law 32 of 2004, provide legal bases for district governments to administer the public sector. The central government also introduces the notion of good governance through the promulgation of various regulations. For Madrasah however, decentralization policy failed to provide clear legal bases as to how it relates to district government. Law 32 of 2004 verse 10 article 3 retains the centralized management by the Ministry of Religious Affairs. This however does not exclude Madrasah from public demand of implementing the principle of good governance. This study analyses the dynamics of principal-ship both in the Sekolah and the Madrasah in the era of decentralization. By comparing two research sites, this study sought to create better understanding about the context by which the organization climate of two different schools are shaped, and how principals and teachers perceives the notion of school leadership in the light of most recent policy development. To do this, interviews were undertaken and questionnaire-based data collection was also conducted. The study found that in the ground level implementation of decentralization policy, Sekolah developed more rigorous leadership compared to that in the Madrasah. This research recommends the adoption of stronger regulation regarding principal-ship of Madrasahs in order to create an environment that is more in tune with the spirit of public service reforms.

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Book Review of 'Shadow Education: Private Supplementary Tutoring and Its Implications for Policy Makers in Asia' by Mark Bray and Chad Lykins, Hong Kong: Asian Development Bank and University of Hong Kong, 2012

SSRN Electronic Journal ◽

10.2139/ssrn.2346599 ◽

2013 ◽

Author(s):

Hai-Anh Dang

Keyword(s):

Hong Kong ◽

Asian Development Bank ◽

Shadow Education ◽

Development Bank ◽

Policy Makers ◽

Asian Development

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(Un)intended consequences of the 2016 educational reform on early childhood education and care in Poland. The story of a few applications that led to significant disorder

Policy Futures in Education ◽

10.1177/1478210320923158 ◽

2020 ◽

Vol 18 (6) ◽

pp. 806-823

Author(s):

Anna Ciepielewska-Kowalik

Keyword(s):

Educational Reform ◽

Quantitative Research ◽

Unintended Consequences ◽

Special Focus ◽

Curriculum Management ◽

Policy Makers ◽

Four Dimensions ◽

School Year ◽

Education And Care ◽

Polish Government

Merton’s law on unintended consequences (1936) warns against the undesirable and unanticipated outcomes of every action and policy. More recent research (Zhao, 2017) in the field of education, in relation to Merton, claims that these consequences are usually treated as inconvenient side effect of a policy, but are, in fact, planned by policy-makers or other stakeholders to benefit them. It is therefore more appropriate to call them ‘(un)intended consequences’, which are not written into the policy but are a result of how the policy translates into practice. This paper, in relation to the above approaches, aims at revealing (un)intended consequences and hidden agendas of the educational reform conducted by the Polish government in 2016, with a special focus on their impact on ECEC. (Un)intended consequences are investigated here in four dimensions, including ECEC: organisational changes, curriculum, management and educators. The paper is based on the review of literature and on the author’s qualitative and quantitative research among parents, teachers and representatives of local authorities, carried out in the 2018/2019 school year.

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