Brazil: The Role of States and Municipalities in the Implementation of Education Policies

2015 ◽  
pp. 97-116
Author(s):  
Maria Castro
Keyword(s):  
Education Policies

Efficiency Driven Effect of Education in China: The Perspective of Global Competitiveness and Graduate Education

2021 ◽  
Vol 1 (1) ◽  
pp. 36-43
Author(s):  
Jia Liu ◽  
Lun Li
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Economic Development ◽  
Practical Significance ◽  
Education Policies ◽  
Global Competitiveness ◽  
Higher Education Policies ◽  
Level Of Economic Development ◽  
Education In China

Capital, natural resources, technology and education are often considered to be the most important factors in improving the level of economic development. China is in the "efficiency-driven" stage of economic development. There are objective laws in the development of education level and economic growth, but they interact with each other. Economic growth provides the foundation and necessary conditions for the development of education. At the same time, the role of education in promoting economic growth is also very obvious. Based on the perspective of postgraduate training, this paper studies the role of education in economic efficiency-driven, through the study of theory, data collection and empirical analysis, combined with the development characteristics of China's higher education, and compares China's and US higher education policies to guide China's higher education. The development of education, and then promote the transformation of China into the "innovation-driven" stage, has certain theoretical and practical significance.

Gender Dynamics in Schooling: A Comparative Study of Co-educational Practices in Two Socio-cultural Milieux

2019 ◽  
Vol 26 (3) ◽  
pp. 288-308
Author(s):  
Kamlesh Narwana ◽  
Sharmila Rathee
Keyword(s):  
Gender Stereotypes ◽  
Private School ◽  
Cultural Dimensions ◽  
Education Policies ◽  
Gender Dynamics ◽  
Government School ◽  
Cultural Aspects ◽  
Rural Government ◽  
Single Sex

Different forms of schooling, single sex or co-educational, have been discussed in educational academia from the perspective of their impact on gender equality. The debate revolves around the question: which form of schooling (single or co-educational) will be effective in combating prevalent gender stereotypes? With the contradictory evidence, this discussion remains inconclusive. With the help of inferences from evidence both factual and anecdotal, the paper attempts to delineate the need to consider socio-cultural dimensions for developing a deeper understanding of gender dynamics in schools. Understanding the role of the social context called for a comparative analysis of two co-educational schools from different socio-cultural contexts: a rural government school in a state characterised by traditional gender norms and an elite private school in a metropolitan city. By drawing linkages between socio-cultural aspects and schooling practices, it endeavours to analyse parental concerns, the role of the school as an agency, the interface of caste, culture and tradition and their impact on peer behaviour in both the schools. The study has led to the conclusion that a combination of factors retards or promotes the accomplishment of education policies in individual schools.

Youth Literacy and Cultural Theories

2016 ◽  
Vol 3 (1) ◽  
pp. 70-76 ◽  
Author(s):  
Elizabeth Birr Moje
Keyword(s):  
Adolescent Literacy ◽  
Cultural Practices ◽  
Literacy Education ◽  
Social Contexts ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Education Policies ◽  
College And Career ◽  
Literacy Skill Development

Despite decades of research on social contexts and cultural practices, contemporary literacy education policies often frame the teaching of literacy skills—and especially adolescent literacy skills necessary for college and career success—as if they can be understood separate from the purposes, audience, and contexts in which they are made meaningful. Culture, context, and social interaction play roles in understanding young people’s literacy skill development and learning. The field has learned from studies of youth culture that emphasize the role of reading, writing, composing, and communicating with multiple media. Taken together, these varied studies imply how we might better engage young people; help them understand the relevance of learning to read, write, compose, and communicate with proficiency; and prepare them to build their own social futures.

scholarly journals Governing refugee flows in European contexts and the strategic role of education: Perspectives from the frontiers

2019 ◽  
Vol 9 (3) ◽  
pp. 462-486
Author(s):  
Evie Zambeta ◽  
Yulie Papadakou
Keyword(s):  
Welfare State ◽  
European Countries ◽  
Education Policies ◽  
Refugee Education ◽  
Mobility Strategies ◽  
Strategic Role ◽  
Governance Strategies ◽  
Migration Flows ◽  
Immigration And Asylum

This article discusses governance strategies activated in Europe aiming to monitor migration and refugee flows. A central point to be made is that migrant policy is an essential component of the wider social policy, thus representing the type of welfare provision prevalent in each particular state. Moreover, it will be argued that, apart from the wider EU immigration and asylum policies, such as the successive Dublin regulations, which constitute major parameters governing mobility, welfare state traditions and systems act as steering mechanisms to mobility, directing and redirecting flows, as they foster motives for improved life conditions among migrants. Furthermore, refugee education policies will be examined in selected European countries, with a particular focus in frontier Greece. The article asserts that education, being part of the welfare state policies, plays a pivotal role in governing migration flows in twofold ways: first, facilitating and securing mobility strategies on the part of asylum seekers; second, attracting and recruiting labor force on the part of the aging European countries.

scholarly journals Editorial Leadership for Transformation in Tourism Education

2020 ◽  
Author(s):  
Christian Schott ◽  
Ulrike Gretzel
Keyword(s):  
Higher Education ◽  
Formal Education ◽  
Education Policies ◽  
Business Studies ◽  
Tourism Education ◽  
Market Driven ◽  
University Level ◽  
Industry Needs ◽  
Job Prospects

In light of ever greater financial and philosophical attacks on tourism higher education across the world, it is critical to contemplate the role of tourism education at university level and its place in modern societies. This need for reflection is given urgency by increasingly neoliberal education policies, market-driven universities, and ‘consumers’ with distinctive demands that are able to choose from a growing variety of educational ‘products’. Often relegated to an area of specialization within business studies, tourism is increasingly under pressure to demonstrate its value, which is commonly interpreted as producing graduates with industry-ready skills and good immediate job prospects. This focus has led to tourism higher education that seeks to cater to industry needs and is fundamentally vocational. In doing so it is at the mercy of an industry that still largely subscribes to the dream of the self-made leader/entrepreneur, who emerges in a senior managerial position at the end of a career path that starts with washing dishes and/or cleaning toilets, rather than actively promoting and rewarding formal education.

Engaging Vulnerable Romani Youth in Provision of Early Childhood Services

2021 ◽  
pp. 29-42
Author(s):  
Stanislav Daniel
Keyword(s):  
Early Childhood ◽  
Educational Achievement ◽  
Well Being ◽  
Early Years ◽  
Community Centers ◽  
Education Policies ◽  
Network Support ◽  
Education And Care ◽  
Future Income

In this chapter, the importance of early childhood services to the later educational achievement, well-being, and future income of Romani youth is elaborated, especially from the perspective of the roles that youth can play in supporting their younger peers. Education policies may have different consequences for young Roma who sometimes choose assimilation to avoid discrimination—sometimes without success. As a result of the cross-generational neglect of Romani ethnicity, some Romani children and youth believe that success is only part of the identity of non-Roma, while performing well at school can be perceived by Romani youth as a non-Roma behavior. Involvement of young people in the provision of early childhood education and care (ECEC) may be an answer, dealing with both the youth and the absence of non-formal ECEC. There are many approaches to building positive awareness about ethnic identity. Initiatives such as the Romani Early Years Network support greater involvement of Roma and successfully promote the idea of ECEC provided in local contexts such as homes or community centers. The role of Romani youth is irreplaceable in this work.

KEPEMIMPINAN KEPALA UNIT PELAKSANA TEKNIS (UPT) PENDIDIKAN KECAMATAN DALAM IMPLEMENTASI KEBIJAKAN PENDIDIKAN NONFORMAL DI KABUPATEN BANJAR

2018 ◽  
Vol 14 (2) ◽  
Author(s):  
Sumadi Sumadi
Keyword(s):  
Human Resources ◽  
Decision Maker ◽  
Formal Education ◽  
Decision Makers ◽  
Positive Contribution ◽  
Education Policies ◽  
Development Agency ◽  
Leadership Policy ◽  
Monitoring Information

District Education Technical Implementation Unit (UPT) having duties and functions includes providing guidance to PAUD education units and non-formal education. In an effort to realize the vision, mission, and goals of education, as well as an increase in the average number of years of schooling in Banjar district, an important role of the Head of the UPT is needed. District education, namely: (1) interpersonal roles, informational roles, role of decision makers, and the role of supervision in the implementation of non-formal education policies. The purpose of this study in detail is to describe and explain: (1) the role of interpersonal (2) informational role, (3) the role of decision maker (decision maker), (4) the role of controlling the head of the UPT. Education in Martapura, Astambul, and Mataraman Districts in the implementation of non-formal education policies. This study uses a qualitative approach to naturalistic phenomenology, with a multi-case study study design using in-depth interview techniques, observation, and documentation studies, holistic data analysis, and reporting by describing themes, issues, and implications of the phenomenon between cases contextually. The results showed that: (1) The role of interpersonal head of the UPT. Martapura District Education, UPT. Astambul Education, and UPT. Mataraman District education in the implementation of non-formal education policies tends to be persuasive, participatory, and motivational styles in the implementation of non-formal education policies. (2) Informational roles tend to delegate to staff, and those who are trusted in receiving, sharing and monitoring information, are focused on the leadership in receiving, sharing, and monitoring information, and adjusting the situation and conditions as well as the substance of information (delegation or centralization to the leadership). (3) Role of Decision Makers leaders tend towards democratic, participatory and situational types. (4) The role of supervision carried out by leaders varies according to scheduled, unscheduled, scheduled but tentative adjusting needs, oriented to the process and results in supporting the implementation of non-formal education policies. Suggestions are addressed to: (1) UPT. District Education in the Banjar Regency region, the results of this study can provide a positive contribution to the increasing role of the Head of the UPT. Education from the perspective of leadership management, (2) the Education Office of Banjar Regency as the Development Agency, the results of this study can provide input as a policy direction, (3) Human Resources Development Agency (BPSDM) of South Kalimantan Province as a reference for the development and improvement of human resources leadership and as a reference in adding repertoire to further research.Keywords: Role of Leadership, Policy Implementation, Non-formal Education

English for Specific Purposes in the Digital Age

2021 ◽  
pp. 322-341
Author(s):  
Lorena Clara Mihăeş
Keyword(s):  
Language Education ◽  
English For Specific Purposes ◽  
Academic English ◽  
The European Union ◽  
Education Policies ◽  
Health Crisis ◽  
Traditional Assessment ◽  
English Class ◽  
The University

The information revolution has enhanced the role of English as the lingua franca of global communication and has dramatically increased the demand for academic English courses which focus on discipline-specific knowledge. The present chapter examines the current state of English for Specific Purposes (ESP) course at the University of Bucharest, Romania. Against the wider background provided by language education policies and digital initiatives within the European Union, the chapter presents how technology-integrated teaching methods have begun to shape both the content and the delivery format of the specialised English class and to renew the task-based framework on which the course is developed. If, not long ago, the traditional assessment was considered the only reliable way of testing students' knowledge, the initially forced adoption of e-assessment following the global health crisis has shown that it can be an efficient tool, covering a relevant evaluation of both receptive and productive skills.

scholarly journals The Crucial Role of Educational Stakeholders in the Appropriation of Foreign Language Education Policies: A Case Study

2017 ◽  
Vol 19 (2) ◽  
pp. 121-134 ◽  
Author(s):  
Oscar Peláez ◽  
Jaime Usma
Keyword(s):  
Foreign Language ◽  
Rural Areas ◽  
Language Education ◽  
Ground Level ◽  
Active Role ◽  
Foreign Language Education ◽  
Education Policies ◽  
Educational Stakeholders ◽  
Foreign Language Education Policies

Drawing on the concept of policy appropriation, this study investigates how different education stakeholders in a rural region of Colombia perceive foreign language education policies, and how these perceptions shape the way they recreate these reforms at the ground level. Contributing to the field of language policy analysis in Colombia and abroad, findings in this study not only provide knowledge on foreign language policymaking processes in rural areas in Colombia, but also shed light on the active role played by different stakeholders in the continuous recreation and appropriation of language education reforms.

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