THE IMPACT OF COLLECTIVE NEGOTIATIONS ON EDUCATIONAL POLICIES

1976 ◽  
Vol 5 (2) ◽  
pp. 1-1
Author(s):  
VICTOR E. FLANGO
Keyword(s):  
Educational Policies ◽  
Collective Negotiations ◽  
The Impact

Privatization of Education in Contemporary Society

2020 ◽  
pp. 79-106
Author(s):  
Panagiotis Efstratios Giavrimis
Keyword(s):  
Public Education ◽  
Cultural Capital ◽  
Consumer Products ◽  
Educational Policies ◽  
Shadow Education ◽  
Contemporary Society ◽  
Structured Interviews ◽  
Education Development ◽  
Exchange Value ◽  
The Impact

Shadow education school, as an institution in Greece, was established at the beginning of the last century. The chapter explores the impact of shadow education on the Greek educational system, learning, and on transforming public education in consumer products. A qualitative research was conducted, attempting to document Greek young adults' opinions on shadow education and the reasons they are led to it. Forty-four structured interviews were received from 11 men and 33 women. The results showed that the liberalization of education during recent decades has been accurately implemented in the institution of shadow education. Restrictive and maladapted educational policies and decisions on needs have exacerbated the purposes of shadow education development and have highlighted the exchange value of the individuals' objectified cultural capital.

scholarly journals A conquista da aprendizagem em matemática: matéria pendente na agenda de políticas educacionais do México, para o ensino secundário superior

2020 ◽  
Vol 24 (esp. 2) ◽  
pp. 995-1014
Author(s):  
Cecilia Osuna Lever
Keyword(s):  
Academic Performance ◽  
Secondary Education ◽  
Educational Policy ◽  
Educational Reform ◽  
Educational Level ◽  
Educational Policies ◽  
Official Document ◽  
The Moment ◽  
Higher Secondary Education ◽  
The Impact

A reflection on the main educational reforms of recent years in Mexico is addressed, briefly describing which and how many have been, culminating with the recent 2019 Educational Reform. We point out, the fact that little information exists on the impact that the implementation of the reforms in the country has had, commenting on some of the published reports that analyze the previous 2013 Educational Reform. Derived from this, it is explained what an educational policy is and how in Mexico at the moment, there is no official document about the educational policy for the current six-year term and based on the new reform, and a brief analysis is presented on non-achievement in mathematics in higher secondary education. Consigning the urgency of designing educational policies that address, among others, the problem of low academic performance at this educational level.

scholarly journals The Impact Of Nigeria’s Democratic Leadership On Educational Policies And Values: A Case For Sustainable National Development

2019 ◽  
Vol 4 (6) ◽  
Author(s):  
Andrew Omede ◽  
Faith Beyi Odoh ◽  
Jibrin Enejo Ibrahim
Keyword(s):  
Education Policy ◽  
National Development ◽  
Democratic Governance ◽  
Educational Policies ◽  
Major Drawback ◽  
Democratic Leadership ◽  
Job Opportunity ◽  
The Military ◽  
Short Termism ◽  
The Impact

Education is a foremost plank for assessing the effectiveness of government. Since Nigeria’s return to democracy in 1999, the education sector has witnessed a good number of developments, positive and negative. While admittedly, the educational policies of the democratic governments have not been shown to be radically different from what obtained in the military era, there are noticeable changes in many integral components of education policy attributable to the democratic phenomenon including funding, value system, access, job opportunity, and the passage of very important legislations. The paper discusses the impact democratic governance in Nigeria has had on education policy in the specific areas highlighted. A lot has been accomplished in the current dispensation but only a few pass the sustainability test. The paper identified ‘short-termism’ as a major drawback to democratic governance which combines with poor investment in education to hold back qualitative education in Nigeria. The paper concludes that the way forward is to address these challenges head-on.

scholarly journals Graduate programs in education, exploring its meaning and significance of training

2017 ◽  
Author(s):  
María del Rosario Landín Miranda ◽  
Diana Ramírez Hernández ◽  
Félix Eduardo Núñez Olvera
Keyword(s):  
Public Sector ◽  
Private Sector ◽  
Symbolic Interactionism ◽  
Social Representations ◽  
Graduate Programs ◽  
Educational Policies ◽  
The Public ◽  
Inductive Study ◽  
The Impact ◽  
The City

In this research, we present an analysis carried out in the city of Poza Rica, state of Veracruz, Mexico on the meaning and significance of education that students attribute to the master programs related to education. We base this work from the Theory of Social Representations of Serge Moscovici (1961) and the Method of Symbolic Interactionism of Herbert Blumer (1969), this research is consistent with the educational policies in the training of professionals, due that from an inductive study with a cualitative perspective, we can do an analysis with more relevance on the impact that the offer of postgraduate has on the training of current professionals. Two study contexts were taken: masters in education offered in the public sector and masters in education offered in the private sector. As well, the agencies that shape the policies for the evaluation of postgraduate programs in Mexico, particularly with emphasis on the CONACYT framework.

Islamic Modernism, Political Reform and the Arabisation of Education: The Relationship between Moroccan Nationalists and al-Azhar University

2015 ◽  
Author(s):  
Ann Wainscott
Keyword(s):  
Twentieth Century ◽  
Political Reform ◽  
Educational Policies ◽  
Nationalist Movement ◽  
Religious Reform ◽  
Ideological Position ◽  
The University ◽  
The Impact ◽  
The Relationship ◽  
Islamic Modernism

This chapter studies the impact of al Azhar University on the Moroccan nationalist movement and specifically its independence leader Allal al Fasi, whose ten-year exile in Egypt exposed him to the ideas of Muhammad Abduh and influenced the ideological position of the Moroccan independence party, Istiqlal. The chapter emphasises the impact that Abduh's ideas had on the educational policies of the independence party and their continued importance in Moroccan educational politics throughout the twentieth century. Graduates of the university, including Abdullah ibn Idris al Sanusi and Abu Shu'ayb al Dukkali, brought ideas of Islamic modernism back to Morocco. These ideas were shared with Moroccan religious students through lectures at the Qarawiyyin University in Fez and flourished into a movement for religious reform.

Civil Identity Formation within Contemporary Informational Space (Historical Policy and Educational Practices)

Istoriya ◽  
2021 ◽  
Vol 12 (11 (109)) ◽  
pp. 0
Author(s):  
Stanislav Malkin
Keyword(s):  
Identity Formation ◽  
Russian Federation ◽  
Professional Training ◽  
Legal Regulation ◽  
Educational Policies ◽  
Educational Practices ◽  
Common Denominator ◽  
Historical Education ◽  
The Russian Federation ◽  
The Impact

The main focus of the article was on the impact of current historical policy affecting the foreign and domestic political interests of the Russian Federation (mainly in the fields of interethnic relations and international law) on the educational strategies of the authorities, designed to facilitate or impede the process of forming a Russian civil identity. Specific historical and contemporary examples show that the latter has long been considered as a humanitarian technology for solving state problems in this field, within the contemporary informational space with a cumulative effect in terms of the space of politically engaged versions of different pages of history, especially closely related to the formation of the contemporary world order. Accordingly, the focus of the study is the contradictions between the historical and educational policies of the Russian Federation, which are analyzed through the lens of the evolution of the aims of the authorities in matters of the historical education and historical memory, their norm-legal regulation and institutional support, as well as real educational practices after 1991. The experience of the several years (since 2014) on the introduction of the historical and cultural standard for teaching the school course of the history is considered as a collective attempt by the authorities and society to lead historical and educational policies to a common denominator in terms of the content and value. The special accent in the article concerns the problems of the teacher professional training for the implementation of the state historical and educational policy of the Russian Federation within given framework, considering the specifics of the contemporary informational space. Both methodological and organizational restrictions were identified in secondary and higher schools (primarily at specialized faculties of pedagogical universities), which have a significant impact on the formation of civil identity through historical education, both at the stage of training pedagogical personnel and in the process of studying the school course of the history.

scholarly journals The impact of national educational policies on student achievement: a European study

2017 ◽  
Vol 29 (2) ◽  
pp. 171-203 ◽  
Author(s):  
Leonidas Kyriakides ◽  
Maria P. Georgiou ◽  
Bert P. M. Creemers ◽  
Anastasia Panayiotou ◽  
David Reynolds
Keyword(s):  
Student Achievement ◽  
Educational Policies ◽  
European Study ◽  
The Impact

Protest songs about the Iraq War: An effective trigger for critical reflection?

2018 ◽  
Vol 14 (2) ◽  
pp. 179-195 ◽  
Author(s):  
José-María Esteve-Faubel ◽  
Tania Josephine Martin ◽  
Rosa-Pilar Esteve-Faubel
Keyword(s):  
Transformative Learning ◽  
Digital Media ◽  
Citizenship Education ◽  
Iraq War ◽  
Critical Reflection ◽  
Global Citizenship ◽  
Educational Policies ◽  
Global Citizenship Education ◽  
Education Design ◽  
The Impact

The question of developing educational policies that involve training people to be capable of critical reflection and skilled in approaching the discussion-debate binomial, with the overall goal of achieving learning which is of a transformative kind, is currently embraced by the transdisciplinary paradigm known as Global Citizenship Education. This qualitative study investigates the impact of protest or topical songs released in response to the Iraq War on a cohort of university students and explores whether these songs could be useful in Global Citizenship Education. The results of the study emphasize the value of these types of songs as triggers for transformative learning, because, independently of respective national educational policies or the possible influence of the mass and digital media, these songs were shown to tap into an underlying set of universal values, rights and attitudes among citizens that drive the need for Global Citizenship Education design and evaluation.

Sign in / Sign up

Export Citation Format

Share Document