scholarly journals The Mobility of Education Policy in the 21st Century: Lessons from Other Fields

2020 ◽  
Vol 6 (3) ◽  
pp. 83-93
Author(s):  
Alan Ruby ◽  
Aisi Li
Keyword(s):  
Education Policy ◽  
Comparative Education ◽  
Policy Diffusion ◽  
Policy Transfer ◽  
Policy Formation ◽  
Cross Cultural ◽  
Education Policies ◽  
National Education ◽  
Cultural Boundaries ◽  
External Incentives

The ways information about national education policies is exchanged and interpreted is a field of comparative education that is under-developed. What discussion and analysis there is seems to ignore the insights and models prevalent in other domains. We looked to fields like political science, and economic and social development for concepts to strengthen the analysis of education policy mobility between nations. We found an abundance of metaphors most of which fail to capture key elements of policy diffusion including the notion that ideas change as they cross cultural boundaries. We observe that policy transfer can be purposefully initiated by the host as well as a product of coercion or external incentives. Our principal conclusions are that common framings of traveling education policies are linear, one-directional and marked by an air of beneficence. They overlook the importance of context and the actions of sovereign nations in policy formation.

scholarly journals Exporting Finnish teacher education: Transnational pressures on national models

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Jennifer Chung
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Student Assessment ◽  
Policy Transfer ◽  
Policy Formation ◽  
Structured Interviews ◽  
Training School ◽  
International Student Assessment ◽  
The University ◽  
University Training

This article analyses empirical data to assess the possible transfer of Finnish teacher education policy, and more specifically, the university training school, into another context. Transnational organisations increasingly pressure nation-states to carry out education policy change, especially due to dissatisfaction with international assessment outcomes. As a high performer in the Programme for International Student Assessment (PISA), administered by the Organisation for Economic Cooperation and Development (OECD), Finland has been at the centre of international attention. PISA revealed that the high quality of Finnish teachers contributes to the overall calibre of the country’s education system. Thus, Finnish teacher education has become a model for other education systems. This article uses empirical research to explore the export possibilities of the Finnish normaalikoulu, or university training school. It implements qualitative methodology, using semi-structured interviews with Finnish educationalists to explore the possible export of Finnish education, the implications in terms of policy transfer, and the migration of ideas, specifically the university-affiliated, teacher training school. The export and migration of Finnish education and its impact on education policy are discussed in this article, along with educational export’s position in transnational policy formation.

scholarly journals Konsep dasar kebijakan pendidikan

2021 ◽  
Vol 6 (1) ◽  
pp. 67
Author(s):  
Fadiyah Elwijaya ◽  
Vivi Mairina ◽  
Nurhizrah Gistituati
Keyword(s):  
Education Policy ◽  
Behavioral Approach ◽  
Educational Policies ◽  
Educational Goals ◽  
Literature Study ◽  
Education Policies ◽  
National Education ◽  
Political Approach ◽  
Study Methodology ◽  
Operational Concept

<p>Education policy is important in the process of achieving national education goals so that an understanding of the basic concepts of education policy is needed in order to produce pro-active education policies and problem solving. The purpose of writing this article is to examine the scope of education policy which consists of the meaning of education policy, components of education policy, characteristics of educational policies and implementation of educational policies. This writing methodology uses literature study methodology. The writing of this article was carried out by reviewing 26 journals related to education policy. The results of the study found that education policy is a policy related to the education sector in the process of elaborating the vision and mission of education in order to achieve educational goals through strategic steps in the implementation of education. The education policy component consists of five, namely objectives, plans, programs, decisions, and impacts. The characteristics of education policy are that of having educational objectives, fulfilling legal-formal aspects, having an operational concept, being made by the authorities, being able to be evaluated and having a systematic approach. The approach to implementing educational policy consists of a structural approach, a procedural and managerial approach, a behavioral approach and a political approach.</p>

scholarly journals Education Policy in the Age of Knowledge Capitalism

2003 ◽  
Vol 1 (2) ◽  
pp. 361-380 ◽  
Author(s):  
Michael A. Peters
Keyword(s):  
Education Policy ◽  
World Bank ◽  
Knowledge Economy ◽  
Knowledge Creation ◽  
Knowledge Capital ◽  
Education Policies ◽  
National Education ◽  
The World Bank ◽  
Profound Influence ◽  
To Come

The term ‘knowledge capitalism’ emerged only recently to describe the transition to the so-called ‘knowledge economy’. Knowledge capitalism and knowledge economy are twin terms that can be traced at the level of public policy to a series of reports that emerged in the late 1990s by the Organization for Economic Cooperation and Development (1996a,b,c) and the World Bank (1998, 1999), before they were taken up as a policy template by world governments in the late 1990s. In terms of these reports, education is reconfigured as a massively undervalued form of knowledge capital that will determine the future of work, the destiny of knowledge institutions and the shape of society in the years to come. This article focuses on the twin notions of knowledge capitalism and the knowledge economy as a comparative context for formulating education policy. First, it provides a brief theoretical context based on developments in the economics of knowledge and information by reference to the work of Hayek; second, it analyses recent documents of world policy agencies concerning these two concepts; third, it discusses the notion of knowledge capitalism as it has figured in the work of Alan Burton-Jones (1999). These accounts serve as three accounts of knowledge capitalism that have exerted a profound influence upon national education policies. This article is an essay in the new political economy of knowledge and information. It adopts the concept of knowledge capitalism as an overarching concept that denotes a sea change in the nature of capitalism. Finally, the article entertains the concept of knowledge socialism as an alternative organizing concept for knowledge creation, production and development.

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.

scholarly journals Akomodasi Pesantren Terhadap Kebijakan Pendidikan Nasional

2019 ◽  
Vol 4 (1) ◽  
pp. 62
Author(s):  
Muhammad Alqadri Burga ◽  
Azhar Arsyad ◽  
Muljono Damopolii ◽  
Andi Marjuni
Keyword(s):  
Education Policy ◽  
Formal Education ◽  
Education Institution ◽  
Phenomenological Approach ◽  
Institutional Transformation ◽  
Education Policies ◽  
National Education ◽  
National Education Policy ◽  
The Status ◽  
Three Stages

This research aims to analyze the dynamics of Pondok Pesantren DDI Mangkoso in accommodating national education policies. The method of this research is qualitative with a phenomenological approach whose data is collected through observation, interviews, and documentation. The results of the research indicate that the status of Pondok Pesantren DDI Mangkoso as a traditional Islamic education institution still existed despite carrying out modern developments by maintaining five roles, namely: the place of transmission of classical Islamic sciences, da’wah institutions, preserving Islamic traditions, the center of reproduction of scholars, and place of community service and development. Changes in the position of pesantren in national education policy during the period 1989-2018 have implications for the education policy of Pondok Pesantren DDI Mangkoso whose dynamics are divided into three stages, namely: institutional transformation, integration of curriculum, and application of a culture-based  inclusive paradigm. The form of accommodation for the national education policy by Pondok Pesantren DDI Mangkoso is the opening of formal education institutions at all levels of education. Various obstacles in the accommodation are the struggle of organizational culture and structure, limited resources, and lack of community participation.

National Education Policy 2020: A Critically Analyzed Spectrum to Higher Education

2021 ◽  
Vol 9 (10) ◽  
pp. 1253-1258
Author(s):  
Abhilash Chandra
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Educational Policies ◽  
Primary Data ◽  
Education Policies ◽  
National Education ◽  
Primary Data Analysis ◽  
National Education Policy ◽  
New Education ◽  
Policy Vision

Abstract: In the midst of the new educational policies, the resonance of learning has been astute. The New Education Policies in eons to heretofore has demonstrated an indifferent paranoia in the education existentialism. With what is seen and is reformed, the categorical enunciation stands no different from the reforms that are witnessed indistinct. The reforms were initiated in various sectors. The pending reforms were carried out after a long gap of three decades. This paper tries to analyses the fall outs of NEP. The objectives are to understand the origin of policies relating to education sectors, to understand the vision of NEP, to know about the principles of NEP and primary data analysis. The paper elaborates the challenges faced by the reforms pertaining to Education Policies, otherwise would afflict the new dimension of learning. Keywords: National Education Policy, Vision, HEI, Knowledge, Education Policies, Karnataka, Radical Restructuring.

scholarly journals Cambodian National Education Policy: Global Wants or/and Local Needs?

2010 ◽  
Vol 39 (1) ◽  
Author(s):  
Kelly Crowley-Thorogood
Keyword(s):  
Education Policy ◽  
Policy Analysis ◽  
Policy Development ◽  
Theoretical Perspective ◽  
Education Policies ◽  
National Education ◽  
Post Conflict ◽  
National Education Policy ◽  
National Organizations ◽  
Educational Reconstruction

This paper will explore the problems associated with educational reconstruction in post-conflict Cambodia using a globalization theoretical perspective. The main questions to be addressed are: to what extent is globalization influencing education policy development in post-conflict Cambodia? and how have multinational financial agencies influenced the creation and adoption of national education policies in post-conflict Cambodian society? This paper will offer an introduction to globalization theory and provide a policy analysis of recent Cambodian and multinational policy documents and directives. The policy analysis will demonstrate that the agendas of several major multi-national organizations have influenced educational policy in Cambodia due to the country’s continued dependence on foreign monetary assistance for development. Cet article cherche à explorer, par le biais d’une perspective théorique de globalisation, les problèmes issus de la reconstruction du système éducatif après le conflit cambodgien. Les questions principales sont les suivantes : jusqu’à quel point la globalisation influence-t-elle le développement des politiques éducatives et comment les agences financières multinationales ont-elles conditionnées la création et l’adoption de politiques éducatives nationales dans la société cambodgienne d’après guerre ? Cet article introduira la théorie de globalisation et analysera les documents et les directives politiques du Cambodge contemporain. L’analyse politique démontrera que les agendas de plusieurs organisations multinationales ont en effet influencé la politique éducative du Cambodge car le pays est continuellement dépendant financièrement de l’étranger.

Reorienting Agricultural Education System in India

2020 ◽  
Vol 7 (03) ◽  
Author(s):  
UMESH SRIVASTAVA
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Agricultural Education ◽  
Environmental Science ◽  
Computer Application ◽  
Global Knowledge ◽  
National Education ◽  
National Education Policy ◽  
The Government

In order to revitalize Indian education system, the Government of India has recently approved National Education Policy-2020 (NEP-2020) and proposed sweeping changes including opening up of Indian higher education to foreign universities, dismantling of the UGC and the AICTE, introduction of a 4-year multidisciplinary undergraduate program with multiple exit options, and discontinuation of the M Phil program. It aims at making ‘India a global knowledge superpower’. In the light of National Education Policy-2020, agricultural education system needs to be redefined in India as it increases knowledge or information and farmer’s capacity to learn. As the level of agricultural education increases, farmers will become more and more self-reliant and will depend more on their self-studies dealing with farming. It is suggested that reorientation of agricultural higher education in context of globalization, food security, diversification, sustainability of ecosystems, and agribusiness is necessary. The curriculum of agricultural higher education needs to be made more broad based and manpower has to be trained scientifically in topics such as biotechnology, genetic engineering, agro-meteorology, environmental science, agro-ecology, computer application, information technology, conservation of natural and human resources, specialized job-oriented courses, and trade and export in agribusiness. Finally, adequate emphasis should be placed on practical skills and entrepreneurial capabilities among the students to achieve excellence. To properly address the challenges faced by today’s Indian agriculture, competent human resource in sufficiently large numbers would be required in the near future. There is a vast scope for young graduates to undertake agriculture as their profession which is directly or indirectly contributing to the economic and social development of the country.

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