scholarly journals GIRL’S EDUCATION IN TURKEY: AN ANALYSIS OF EDUCATION POLICIES FROM A FEMINIST PERSPECTIVE

2020 ◽  
Vol 7 (9) ◽  
Author(s):  
Berna Çöker
Keyword(s):  
Education Reform ◽  
Gender Equality ◽  
Basic Education ◽  
Education Law ◽  
Educational Policies ◽  
Education Policies ◽  
National Education ◽  
Basic Law ◽  
Formal Equality ◽  
Education In Turkey

<p>In this study, I aim to provide an analysis of gender equality in the Turkish education system by looking at policies and their outcomes on girl’s schooling. My goal is to demonstrate the ways educational policies have been complicit in reproducing inequality and difference between the sexes by examining what issues regarding education and gender have become a part of public discourse, and which issues have not. The investigation of the role of the state in contributing to gendered outcomes in education is operationalized by two data gathering processes. The first is document analysis of policy documents which are the Article 42. Of the Constitution, Basic Law of National Education. Law 1739, and Basic Education Reform Act. No. 4306. The second is the collection of educational statistics and documents that would shed light to the condition of girls’ education in Turkey. The data draws on policies directly related to education to understand how gender equality is conceptualized. The central finding of the study is that the educational policies and practices in Turkey are based on the premises of “formal equality” and “meritocracy” which aims to provide the same opportunities to every member of society. However, the functional view of schooling based on the concepts of “formal equality” and “meritocracy” fosters the belief that males and females are benefitting equally and serve to mask the inequitable distribution of knowledge and skills between men and women. Therefore, educational policies continue to be gender-neutral, far from challenging the gender dynamics that discriminate against girls and women. Article 42. of the Constitution, the Basic Law of National Education. Law 1739., the Basic Education Reform Act. No. 4306 and its extension, 4+Reform, focuses on the expansion and improvement of primary and secondary education, but does not carry any special measures to change the structures and relations that discriminate against girls. No national policies to counter the impact of negative socialization by curriculum and textbook revision have been adopted. Moreover, high female attrition rates especially in the underdeveloped regions of Turkey continue to exist. Gender-streaming is still apparent in the program choices made in vocational and higher education. Turkey depends on macro education policies without any gender differentiation to ensure educational equality.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0661/a.php" alt="Hit counter" /></p>

FOUNDATIONS AND MAIN THESES OF NEW EDUCATIONAL AND PREVENTIVE PROGRAMS AS DETERMINED IN THE GOVERNMENT DOCUMENTS

2018 ◽  
Vol 4 (2) ◽  
pp. 423-439
Author(s):  
Joanna Łukjaniuk
Keyword(s):  
Education Reform ◽  
Education Law ◽  
National Education ◽  
Government Documents ◽  
The Law ◽  
The Government ◽  
Paper Author

In the paper author made the analysis of three fundamental legal acts for the Polish education reform as regards principles and recommendations concerning educational and preventive programs. These are the law on 14 December 2016 Education Law (Oj 20017, pos. 59), Regulation of the Minister of National Education on 14 February 2017 and Regulation of the Minister of the National Education on 30 January 2018. Analysis concerns foundations and elements of the continuity as well as the presentation of the most important changes in comparison with the previous programs and emphasised deficiencies.

scholarly journals KEBIJAKAN PENDIDIKAN INDONESIA: KEBIJAKAN BERBASIS RISET

2015 ◽  
Vol 1 (1) ◽  
pp. 10-18
Author(s):  
Sar Joni Herri
Keyword(s):  
Education Policy ◽  
Education Reform ◽  
Basic Education ◽  
Mother Tongue ◽  
Science Research ◽  
Education Access ◽  
National Education ◽  
Research Activities ◽  
The Government ◽  
Research And Policy

Technological achievements of the 21th century has affected all aspects of social, political, cultural, Educational, and religious. In the field of education, education reform must be done in order to remain relevant to contemporary circumstances. Therefore, vigorous research activities carried out by the government, namely the Ministry of Education and Culture, education practitioners, students and professors of the universities, and teachers at the school. But unfortunately, most of the results of these studies are still struggling in the micro range. Within the framework of basic education in the Graduate School of Education University of Indonesia. Since 2006 until 2013, virtually no research has "dared" the theme in the context of the macro, such as education policy, problems of primary education access and mother tongue. Tens and even hundreds thesis carefully made by students just become dusty piles of paper in the library. Process research and policy education is still being on their own. The involvement of each party that conducts research and policy makers have not resulted in a synergy that can contribute to the quality of national education. In the era of education based on science, research results can be used as an important basis in education policy.

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 Basic education teachers in Brazil in one possible reading of educational policies

2011 ◽  
Vol 19 ◽  
pp. 35
Author(s):  
Angelo Ricardo Souza ◽  
Andréa Barbosa Gouveia
Keyword(s):  
Public Education ◽  
Basic Education ◽  
Assessment System ◽  
Educational Policies ◽  
Education Assessment ◽  
National Education ◽  
Using Data ◽  
And Training

This article presents a reading of educational policies which have impact and/or relate to teachers’ work. Using data from Basic Education Assessment System (SAEB) and Brazilian National Education Census, this work builds a personal, professional and training profile of basic public education teachers in Brazil, and compares this profile with the demands for jobs in basic education and with the current national educational policies, so as to consider the challenges for public education in the country.

scholarly journals Compulsory Educational Policies in Rural China since 1978: A Macro Perspective

2020 ◽  
Vol 2 (1) ◽  
pp. 159-164 ◽  
Author(s):  
Jian LI
Keyword(s):  
Rural Areas ◽  
Basic Education ◽  
Educational Development ◽  
Rural China ◽  
Compulsory Education ◽  
Educational Policies ◽  
Urbanization Process ◽  
Education Policies ◽  
Short Article ◽  
Rural And Urban

Since 1978 China has implemented a series of educational policies for shaping rural compulsory education in order to improve its quality and competitiveness. This short article takes a macro perspective to review the rural compulsory education policies in contemporary China. Specifically, the macro perspective concentrates on examining the historical urbanization process of basic education in rural areas and the four stages of compulsory educational development in these regions. The article suggests that China has made tremendous contributions on closing the rural and urban gaps in recent years, but challenges remain to be solved.

scholarly journals From Scale to Quality: Experiences and Challenges in Teacher Education in China

2019 ◽  
Vol 2 (2) ◽  
pp. 196-204
Author(s):  
Bin Zhou
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Performance Management ◽  
Education System ◽  
Basic Education ◽  
Effective Teacher ◽  
Education Policies ◽  
Teacher Education Reform ◽  
Chinese Teacher ◽  
Education In China

Purpose: This essay examines the history of China’s teacher education policies, summarizes the Chinese experience of teacher education reform, and frames the major challenges facing teacher education reform in China today. Design/Approach/Methods: This relies upon a detailed analysis of the teacher education policies implemented by China since 1978. It also explores the actual practice of Chinese teacher education reform by examining the ways in which such reforms have contributed to the overall reform of China’s basic education system. Findings: Chinese teacher education places emphasis on the cultivation of teachers’ devotion to education and the importance of improving the teaching skills of normal college students. An effective teacher governance mechanism is the institutional guarantee for the positive role of teachers. However, the absence of comprehensive universities in the open teacher education system and a lack of autonomy for teachers in the performance management system are major challenges facing teacher education in China. Originality/Value: This essay has outlined the most current and recent reform efforts in China’s teacher education. It also explores how such efforts fit into the larger scheme of basic education reform in China.

scholarly journals POLICY DISHARMONY IN INDONESIA (DIALECTICS OF NATIONAL EDUCATION REFORM)

2019 ◽  
Vol 7 (3) ◽  
pp. 331-337
Author(s):  
M. Fazlurrahman H.
Keyword(s):  
Education Reform ◽  
Fundamental Problem ◽  
Academic Staff ◽  
Educational Institutions ◽  
New Order ◽  
Regional Government ◽  
Education Policies ◽  
Reform Era ◽  
National Education ◽  
Reform Agenda

Purpose of Study: Concentration fully reform the institutional aspects and teaching, still remaining implicates fundamen- tal problem that has not gotten way out until today. The fundamental problem in question is still ongoing inconsistencies between the various national education policies. The disharmony generates serious impacts in the process of education reform in the country after the collapse of the New Order. Especially for education stakeholders, this disharmony makes their confusion, how education reform agenda should be executed. They are confronted with education policies that sub- stantially contradict or at least overlap with one another. Worse yet, stakeholders of education in educational institutions is not only confused but also become a victim of unwanted effects (unintended impact) or wild effect (spillover impact) on the implementation of the policy. So whether the Islamic educational institutions and academic staff who manage this institution "forced" to accept other forms of discriminatory treatment as a result of the policy of disharmony. Methodology: This study is library research, using a qualitative type with a factual historical model. Results: The disharmony of education policy is still quite prominent since the presence of the reform era until now. Disharmony is very potential to develop institutions that involve Islamic education institutions or madrassas in Indonesia. Implications/Applications: The disharmony manifestation is the overlap between the policy of implementing religious affairs which have been the responsibility of the Ministry of Religion and the decentralization policy of education. The consequence of this disharmony, namely the Regional Government, has a reluctance to place madrassas as part of their authority.

Rousseff weakness may hit Brazil education reforms

2015 ◽  
Keyword(s):  
Education Reform ◽  
Basic Education ◽  
Educational Development ◽  
Education Reforms ◽  
Policy Changes ◽  
Middle Income ◽  
Content Type ◽  
National Education ◽  
Middle Income Countries

Subject The prospects for education reform. Significance Following a series of national education reforms starting in the mid-1990s, achievement levels and enrolment rates have risen at a rapid rate. However, despite these recent improvements, Brazil still lags behind other middle-income countries in educational development. In the most recent PISA reading exam, Brazil ranked 53 out of 65 countries that participated, obtaining scores similar to those of Colombia and Tunisia. Impacts Teachers' unions will remain a political obstacle to education reform. The deteriorating economic and political outlook risks putting paid to difficult policy changes. Failure to improve basic education will prove damaging to Brazil's long-term competitiveness and employment prospects.

scholarly journals The OECD Review and Higher Education

1979 ◽  
Vol 9 (2) ◽  
pp. 1-18
Author(s):  
Edward Sheffield ◽  
Harold J. Noah ◽  
Hildegard Hamm-Brucher
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
Educational Policies ◽  
Final Report ◽  
Education Policies ◽  
Member States ◽  
National Education ◽  
The Comparative Study

Professor Sheffield tells how the OECD review of educational policies in Canada proceeded, who were involved, and what the examiners stressed in their report. He reports also on a tentative assessment of its impact, most of which is potential or not provable. Professor Noah describes the history and procedures of OECD's reviews of the national education policies of its member states - exercises in the comparative study of education, with practical benefits. Dr. Hamm-Briicher reflects in a highly personal way on her experience as a member of the examining team and her disappointment with the meagre response to the final report on the part of Canadian governments and academics. Nevertheless, she believes strongly in the kind of international co-operation represented by the OECD reviews.

scholarly journals ENSINO MÉDIO E EDUCAÇÃO PROFISSIONAL NO TEMPO PRESENTE: PARA ALÉM DA DUALIDADE ESCOLAR

2011 ◽  
Vol 08 (1) ◽  
pp. 65-70
Author(s):  
Claudia Pereira de Pádua Sabia ◽  
Silvio Cesar Nunes Militão
Keyword(s):  
High School ◽  
Vocational Education ◽  
Final Stage ◽  
Basic Education ◽  
Legal Order ◽  
Education Law ◽  
Historical Overview ◽  
National Education ◽  
Federal Constitution ◽  
Standard Procedures

The survey was conducted by standard procedures for survey and analysis of literature and documents, and aimed to analyze the main changes experienced by high school and vocational education under the approval of the legal order in force: the 1988 Federal Constitution, Law of Directives and Bases of National Education -Law no. 9.394/96 and Decree no. 2.208/97, repealed by Decree no. 5.154/04. Part of a brief historical overview of the emergence and organization of schooling and such, following examines the main changes experienced by high school and vocational education brought about by the current set of laws, according to the guidelines of reform and rationalization of the state, from the hegemonic years 1990. The survey resultsindicate that, to date, we have not yet overcome the historical duality that has prevailed in the final stage of basic education. Concludes that the "Innovative School" may be a viable way to integrate high school and vocational education

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