scholarly journals Use of Incremental Model in Analyzing Bangladesh Education Policy 2010

2022 ◽  
Vol 05 (01) ◽  
Author(s):  
Nusrat Jahan Arefin ◽  
Keyword(s):  
Public Policy ◽  
Education Policy ◽  
Educational Policy ◽  
Educational System ◽  
Policy Decisions ◽  
Policy And Practice ◽  
National Education ◽  
Incremental Model ◽  
Essential Components ◽  
The Government

Education is one of the essential components in developing a scholarly society capable of facing the demands and challenges of the twenty-first century. Education policy refers to the principles of government policymaking in the educational sector and the set of laws and norms that govern the operation of the educational system. It focuses on the effects of educational policy decisions and alternatives in the real world. It investigates the link between educational policy and practice. Even though our educational system has shortcomings, we are improving daily. Bangladesh is fully committed to the EFA goals, the Millennium Development Goals, and universal declarations. Every child between the ages of six and eighteen is entitled to free education under Article seventeen of the Bangladesh Constitution. As a result, the "National Education Policy 2010" was created using the incremental model of one of the most used public policy frameworks. The government makes incremental public policy decisions based on earlier actions. All of the model's functions are divided into distinct groups. Our educational system underwent significant changes over a long period. The incremental model's important aspects are time progression and social demand.

Pandemic, policy, and pedagogy: analyzing the tripartite role of covid 19 pandemics, national education policy 2020, and pedagogical innovations vis-a-vis educational implications

2021 ◽  
Vol 4 (3) ◽  
pp. 111-116
Author(s):  
Deepa Idnani ◽  
- Aditi
Keyword(s):  
Education Policy ◽  
Educational System ◽  
Educational Institutions ◽  
National Education ◽  
National Education Policy ◽  
Educational Implications ◽  
The Government ◽  
Pedagogical Innovations ◽  
Pedagogical Changes

The paper draws interlinkages between three factors, i.e., COVID 19 pandemic, the release of National Education Policy (NEP), 2020 by the Government of India, and the need for pedagogical changes and innovations concerning their educational implications the Indian context. The paper argues that COVID 19 pandemic has been a major setback for the ailing academic infrastructure in India. The immediate outcome might cause the severity of the pandemic and the increasing cases of infections across the nation, and the closure of schools and other educational institutions. However, to overcome further educational losses and compromises, the schools and colleges alternatively moved to online modes haphazardly. Initially, this push from the government came as a shock to many teachers and learners, bearing in mind the circumstances and ground realities in India, wherein this sudden ‘top-down’ transition appeared more as an imposition. Ever since this transition happened, everyone has been trying to adapt to this new ‘normal. Despite the relentless working of stakeholders at various levels owing to these unprecedented times, the situation does not look inspiring. Though NEP 2020 was envisioned as a sigh of relief and a major game-changer in metamorphosing the educational system in India, it is inept in addressing the immediate challenges posed by the pandemic, and there is a long way to go in its effective implementation. Therefore, policymakers and researchers have to deal with the compounded challenges. The most critical one can assess and address the learning gaps induced due to the ongoing pandemic. This paper attempts to look into the dynamics of the major debates emerging as a result of the anxieties and upheavals posed by the COVID 19 pandemic; the response of various stakeholders such as administrators, policymakers, teachers, educators, learners etc. The pedagogical implications for the teachers and educators due to these uncertain circumstances derive insights and strategies that will help make the educational system more resilient, resource-rich, and prepared to tackle future crises.

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.

“Planting the Seeds”: The Influence of the Council on Education Policy and Practice

2015 ◽  
Vol 117 (13) ◽  
pp. 189-202
Author(s):  
Melanie Bertrand ◽  
Arlene J. Ford
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Racial Inequality ◽  
School Administrators ◽  
Relative Power ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Public Officials ◽  
Policy And Practice ◽  
Inequality In Education

This chapter explores the influence of a youth participatory action research (YPAR) group, viewing the group's efforts as challenges to manifestations of racial inequality in education, such as the inequitable distribution of educational resources. The authors examine how individuals in positions of relative power—teachers, school administrators, and public officials— respond to the group's advocacy efforts. The analysis illustrates the complexity of the group's influence: Some individuals report that the Council sparks meaningful changes, while others have negative reactions. Overall, the chapter sheds light on the ways that YPAR can encourage change in education by incorporating the voices of Black and Latina/o youth into educational policy and practice. “What really stuck with me was this idea of traditional versus organic forms of leadership… and that it's my responsibility to help my students develop as leaders.” – Ms. Bauman1

The Politics of Student Voice: The Power and Potential of Students as Policy Actors

2021 ◽  
Vol 36 (1) ◽  
pp. 3-18
Author(s):  
Anjalé D. Welton ◽  
Katherine Cumings Mansfield ◽  
Jason D. Salisbury
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Student Voice ◽  
The Political ◽  
Politics Of Education ◽  
Policy And Practice ◽  
Theory To Practice ◽  
Education Association ◽  
Political Realities ◽  
Opening Up

Historically and contemporarily students have been critical to bringing issues of justice in education policy to the fore. Yet, there have been limited formal spaces that elevate student voice scholarship in educational policy. In response, this Politics of Education Association (PEA) Yearbook Issue of Educational Policy aims to serve as a platform for opening up new areas for investigation, especially connections between theory to practice specific to student voice in educational policy and the politics of education. This collection of feature articles and research briefs offer diverse examples of how students are influencing change in education policy and practice, while also presenting the political realities and tensions that emerge when students participate in policy leadership activities.

‘Religious schools, civic education, and public policy: A framework for evaluation and decision’

2018 ◽  
Vol 16 (2) ◽  
pp. 141-161 ◽  
Author(s):  
Ian MacMullen
Keyword(s):  
Public Policy ◽  
Public Education ◽  
Education Policy ◽  
Civic Education ◽  
Liberal Democracy ◽  
Continuous Variable ◽  
Religious Schools ◽  
Policy Decisions ◽  
Public Education Policy

Some people claim that religious schools are poorly suited to prepare children for citizenship in a multi-religious society that is (or aspires to be) a liberal democracy. In what sense(s), by what mechanism(s), and to what extent might this be so? And what could be the implications for public policy? I propose an analytical and evaluative framework for addressing these questions. There are several potentially independent dimensions on which a school may have a religious character, and each of these dimensions is a continuous variable. Schools that are strongly religious on all of these dimensions are indeed very poor instruments of civic education in a multi-religious society. But what about schools whose religious character is far weaker on each dimension? If these schools are inferior to their secular counterparts for civic educational purposes, that inferiority may be very slight. Given the great diversity among religious schools, and if – as I argue – the civic goals of education are not the only important values that ought to guide public education policy, there are powerful reasons to discriminate among (proposed) religious schools when making policy decisions about regulation and funding. Those who oppose such a discriminating approach must demonstrate that the benefits of ‘difference blindness’ in this domain outweigh its substantial costs.

scholarly journals Chinese Educational Policy Research: The Arduous Formation of a Research Paradigm

2019 ◽  
Vol 2 (4) ◽  
pp. 544-560
Author(s):  
Xiaoying Lin
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Policy Research ◽  
Academic Community ◽  
Lessons Learned ◽  
Think Tank ◽  
Academic Publications ◽  
History Of ◽  
The Government ◽  
Rational Organization

Purpose: Through combing the 40 years’ history of the development of Chinese educational policy research, this article attempts to sort out the efforts and lessons learned by researchers in the field of education policy in China. Design/Approach/Methods: As one of the earliest scholars engaged in the study of Chinese education policy, based on the academic publications, symposia, and thematic research, the author has found efforts in four directions in the field: proposals for policy-oriented research and research-oriented policy, disciplinization-based endeavors, empirical research on theory-guided educational policy, and guidance on major educational policy research topics and a think tank for educational policy decisions. Findings: This article argues that there is now a correspondence among the ideas, themes, forms, and frameworks of the educational reform promulgated by the government in recent years that have appeared in educational policy research, but there is no clear demarcation of what makes an educational policy researcher; no stable academic community has been formed that might strive together toward the foundation of a disciplinary paradigm, the rational organization of academic ideas, and the establishment and handing over of a theoretical framework to a succeeding generation. Originality/Value: This article takes a step back to claim that a paradigm for Chinese educational policy research is still nascent in the arduous process of formulation.

English in Pakistani public education

2017 ◽  
Vol 41 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Liaquat Ali Channa
Keyword(s):  
Public Education ◽  
Education Policy ◽  
English Language ◽  
Successful Implementation ◽  
Government Schools ◽  
Public Language ◽  
National Education ◽  
The Government ◽  
And Mathematics ◽  
Grade One

Abstract The article reviews the past, present, and future position of English in the Pakistani language-in-education policy for the Pakistani government schools. The article first traces how the English language came to Pakistan, and underlines the social domains in which English is commonly used at the present time. The article highlights the fact that English has enjoyed the highest social position in Pakistan since the country’s establishment in 1947. Taking this fact into account, the article traces historically the status of the English language in the language-in-education policy for the government schools since 1947 to the present time. I argue that students from the elite and non-elite English medium schools end up being more literate in English and having better access to social mobility than the students from the Pakistani government schools because of the low quality education and the poor instruction of English as a subject taught through traditional teaching methods of imitation and memorization. In order to reduce the gap, although the recent National Education Policy (NEP 2009) of Pakistan has recommended not only teaching English as a compulsory subject in grade one onward but also using it as a medium of instruction in grade four onward for the content subjects such as science and mathematics in the Pakistani government schools, the current predicament of Pakistani public education raises questions and controversies about the successful implementation of the policy. The main suggestion of the paper is the fact that since teachers are the major agents of change in realizing such curriculum reforms at their classroom level (Fullan & Stiegelbauer, 1991), their perspectives, perceptions and attitudes must be sought as well as included in such policy making processes. Because the voices of Pakistani government teachers are overlooked in such top-down language policies, this paper implies that the their experiences, attitudes, and perspectives about the present and future role of English in public language-in-education policies need to be explored to better understand the potential future implications for Pakistani teachers and their education. Such steps not only make policies inclusive but also gauge how far such English initiatives are facilitative in raising the quality of education and developing English language literacy in Pakistan.

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 REALITAS PEMBERLAKUAN UAN/UN

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Darmaningtyas Darmaningtyas
Keyword(s):  
Educational System ◽  
Government Regulation ◽  
School Quality ◽  
Social Reality ◽  
The Other ◽  
National Education ◽  
Other Hand ◽  
Educational Decentralization ◽  
The Government ◽  
Education Standard

AbstractThough it is controversial, implementing UN as a graduation standard for any students has continued so far. Juridical bases are UU No. 20/2003 regarding National Educational System and Government Regulation (PP) No. 19/2005 regarding National Education Standard. The fact is that UN encourages students to leaarn more actively, teachers to teach better, principals to improve school quality, and parents to focus more on making their children study more enthusiastically. However, still there are parties nit agreeing with the government act. The rejection of UN is based on different interpretations on the existence of Law No. 19/2005, educational decentralization principle, different paradigm in understanding of national education objective, social reality in community, and the educational function. On the other hand, the government should fulfill minimal service standard before they implement educational nationalization.

scholarly journals Transforming Sustainability Education at the Creative Edge of the Mainstream

2018 ◽  
Vol 16 (4) ◽  
pp. 323-343 ◽  
Author(s):  
Stephen Sterling ◽  
Jonathan Dawson ◽  
Paul Warwick
Keyword(s):  
Transformative Learning ◽  
Educational Policy ◽  
Educational System ◽  
Educational Philosophy ◽  
Educational Innovation ◽  
Sustainability Education ◽  
Policy And Practice ◽  
Gregory Bateson ◽  
Living World ◽  
Curriculum And Pedagogy

Mainstream westernised educational policy and practice continue to be firmly rooted in ontological and epistemological traditions that reflect what Gregory Bateson referred to as the illusion of our separation from the living world. In response, there has been a flourishing of innovation at the levels of educational philosophy, curriculum, and pedagogy, drawing upon various indigenous and countercultural trends. For the most part, these are being fully expressed only outside of the formally accredited educational system. There are, however, a small number of pioneering centres of holistic educational innovation that are straddling this divide, operating within conventionally accredited systems. This article seeks to profile one such institution, Schumacher College in Devon, England. This article describes its principles; innovations in curriculum, pedagogy, and assessment; and its approach to supporting transformative learning. Possible strategies are outlined for such institutions on the creative edge of the mainstream to help transform sustainability education.

Sign in / Sign up

Export Citation Format

Share Document