scholarly journals UNESCO'S CONTRIBUTION TO TEACHER EDUCATION QUALITY ASSURANCE

2021 ◽  
pp. 7-12
Author(s):  
Наталія Авшенюк
Keyword(s):  
Teacher Education ◽  
Quality Assurance ◽  
Education Policy ◽  
Policy Development ◽  
Task Force ◽  
National Level ◽  
National Policy ◽  
Policy Makers ◽  
National Education ◽  
Teacher Policy

This article is based on an analysis of the leading UNESCO documents on quality assurance in teacher education (Teacher Policy Development Guide (2019), Reimagining our futures together – A new social contract for education (2021), The Futures of Teaching: Background paper prepared for the Futures of Education Initiative (2021)) focuses on the determinants for increasing the effectiveness of teachers' work. The reports also highlight the factors which make teachers more effective and satisfied in their work, create a positive attitude, increase motivation and improve pupils' success, as illustrated by the study of the education systems of various countries. They state that a comprehensive national policy for teachers backed by suffi-cient resources, the necessary political will and appropriate administrative skills is the most effective of all possible investments in education at the national level.The recommendations of the UNESCO International Task Force on Teachers for Education 2030 are reviewed. The UNESCO Teacher Policy Development Guide aims to foster professionalism and teaching excel-lence, including strategies for recruiting and training talented teachers. The Guide is intended to assist gov-ernmental institutions and structures responsible for education policy at the national level. The Guide aims to help educators and educational planners and policy-makers coordinate educational policies with national education sector plans and strategies. The Guide emphasises in particular that education policy should reflect the specifics of the country, but should also be based on the progressive experience of other countries and international organisations.

scholarly journals ADOPTION OF INTERNATIONAL EDUCATION POLICY IN INDONESIA: Impact to Teacher Education and Professional Development

2018 ◽  
Vol 2 (2) ◽  
pp. 187-203
Author(s):  
Satia Prihatni Zen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Education Policy ◽  
Education Reform ◽  
International Education ◽  
International Development ◽  
Teacher Identity ◽  
National Policy ◽  
Development Aid ◽  
International Education Policy

The paper discussed the implication of adopting international education policy in Indonesia through international development aid and funding. Specific implications to teacher education and teacher professional development was discussed by analyzing two education reforms enacted in 1980 to 1990’s. The paper describes implementation processes and challenges faced by the programs from local dynamics especially on how social, political and historical influence teacher identity as well as teaching culture. The implications to school, district as well as national policy was discussed in light of uniformity of educational system by dissemination of best practices and model of education through aid and other cooperative projects. Local responses to international education policy is increasingly relevant to ensure education reform will respond local needs and sensitive to local context.Artikel ini mendiskusikan implikasi dari mengadopsi kebijakan international di Indonesia melalui dana dan bantuan international. Khususnya, dampak pada pendidikan guru dan perkembangan professional guru dikaji melalui dua program pendidikan yang diterapkan pada tahun 1980-an hingga 1990-an. Deskripsi dari pelaksanaan dan tantangan yang dihadapi dalam implementasi program tersebut dilihat dari konteks local dimana pengaruh social, politik dan sejarah mewarnai konsepsi identitas guru serta budaya pengajaran di sekolah. Implikasi pada kebijakan sekolah, pemerintah local dan nasional dimana kecenderungan akan penyeragaman system pendidikan terjadi melalui kerjasama dan bantuan juga dijabarkan. Artikel ini menekankan pentingnya respon local yang relevan terhadap penerapan kebijakan pendidikan internasional agar sensitive terhadap kebutuhan dan konteks local itu sendiri.

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.

scholarly journals Evaluation of the college-based HIV/AIDS education policy in Beijing, China: a mixed method approach

2020 ◽  
Vol 25 (1) ◽  
Author(s):  
Yunting Zheng ◽  
Xin Zhang ◽  
Xinying Sun ◽  
Yuhui Shi ◽  
Chun Chang
Keyword(s):  
Education Policy ◽  
Mixed Method ◽  
National Level ◽  
National Policy ◽  
Aids Education ◽  
Chinese Government ◽  
Cross Sectional ◽  
Mixed Method Approach ◽  
Method Approach ◽  
Hiv Aids

Abstract Background From 2010 to 2015, there was a twofold growth of new HIV/AIDS infection in Beijing among young students aged 15–24. HIV/AIDS education was found effective in promoting positive behavior change related to HIV/AIDS prevention. However, little evidence was found on the evaluation of HIV/AIDS education policy. This study aimed to evaluate the college-based HIV/AIDS education policy in Beijing. Methods By using a mixed method approach, the current study reviewed college-based HIV/AIDS education policy at national level and in Beijing from 1985 to 2016 and conducted policy content analysis to evaluate the policy ability to structure implementation. Cross-sectional surveys in 2006 and 2016 were used to evaluate college’s implementation of relevant policies. T test, χ2 test, and logistic regression were used to analyze college students’ perception of HIV/AIDS education provided in their colleges and their knowledge of HIV/AIDS and their risk factors. Results Fourteen pieces of national policy and four pieces of Beijing’s policy were identified. Policy’s ability to structure implementation was at moderate level. The percentage of students in Beijing who ever perceived HIV/ADIS education at colleges decreased from 71.14 to 39.80%, and the percentage of students with comprehensive knowledge of HIV/AIDS dropped from 50.00% in 2006 to 40.42% in 2016. Conclusions HIV/AIDS education in college had drawn considerable attentions from the Chinese government, while the policy implementation needs further strengthening.

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 Defining Moments in Policy Development, Direction, and Implementation in Irish Initial Teacher Education Policy

2014 ◽  
Vol 4 (4) ◽  
pp. 29-49
Author(s):  
Teresa O’Doherty
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Policy Development ◽  
Global Education ◽  
Initial Teacher Education ◽  
Domestic Policy ◽  
Base Line ◽  
Teacher Education Policy ◽  
The Uk ◽  
The Impact

This paper explores the impact of significant OECD documents on the development of Irish education policy, specifically teacher education policy, over the last half century. While other commentators have argued that Irish education has been predominantly influenced by policy developments in the UK, US or Europe, this paper identifies the OECD as a significant trigger for domestic policy reform and discusses key reports/publications that have influenced both ideological and structural reforms of Irish education. Long before the growth of evidence-based reform or the emergence of a global education policy field, Irish policy makers invited the newly formed OECD to review Ireland’s provision of education; this review generated base-line data and highlighted both the inequity of Irish education as well as its inadequacy in providing for the future needs of the Irish economy. Thus began a long-term relationshipwith the OECD, which has served to prompt and guide policy revision and reform at critical decision points over five decades. While engagement with the OECD cannot simply explain changes in Irish education, it does, however, provide a valuable perspective on domestic policy making.

scholarly journals Navigating the contested terrain of teacher education policy and practice: Introduction to the special issue

2018 ◽  
Vol 26 ◽  
pp. 25 ◽  
Author(s):  
Elena Aydarova ◽  
David C. Berliner
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Special Issue ◽  
Policy And Practice ◽  
Policy Makers ◽  
The Public ◽  
Teacher Education Policy ◽  
Policy Debates ◽  
Education Community ◽  
Contested Terrain

In the policy climate where various actors claim to have the solutions for the enduring challenges of teacher education, policy deliberations sideline certain voices. This introduction to the special issue explores policy contestations surrounding teacher education and highlights some of the perspectives overlooked by policy debates. It lays out new priorities for the teacher education community to ensure that the profession’s collective voice would be heard by policy-makers and by the public at large.

scholarly journals Initial French language teacher education policy in Greece and curriculum evaluation among student teachers of FLE

2015 ◽  
Vol 9 (2) ◽  
pp. 25-49
Author(s):  
Marianthi Karatsiori
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Student Teachers ◽  
National Level ◽  
Curriculum Evaluation ◽  
Initial Teacher Education ◽  
French Language ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Education Policy

This paper presents initial language teacher education policy adopted in Greece and describes a study which examines student teachers’ of FLE (Français Langue Étrangère) perception of their initial teacher education and its contribution to their future professional life. The sample comprised 67 student teachers in their fourth year of studies for a bachelor degree in the department of French language and literature in the Aristotle University of Thessaloniki in Greece. Data were collected through questionnaires which included both a structured and an open-ended part. The questionnaire’s content was based on the European Profile for Language Teacher Education — a Frame of Reference (Kelly et al 2004), which identifies 40 items as important elements in foreign language teacher education. Prominent among the findings is student teachers’ perception that the current academic curriculum should place more emphasis on teaching practice, on ways of reinforcing communication with other universities and research institutes, and on using the European Language portfolio and the European Portfolio for student teachers of languages (Newby et al. 2007). The paper concludes by proposing ways of improving the existing French language teacher education degree program and actions at national level for restructuring language teacher education policy in Greece.

How to Implement Standardization Education in a Country

2015 ◽  
pp. 262-275 ◽  
Author(s):  
Henk J. de Vries
Keyword(s):  
Education System ◽  
National Level ◽  
National Policy ◽  
Top Down ◽  
Bottom Up ◽  
National Education ◽  
National Education System

This chapter explores how standardization education can be implemented at the national level. Previous studies form the main source for the chapter. This research shows that implementation of standardization in the national education system requires a national policy, a long-term investment in support, and cooperation between industry, standardization bodies, academia, other institutions involved in education, and government. The approach should combine bottom-up and top-down. The chapter is new in combining previous findings to an underpinned recommendation on how to implement standardization education.

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