scholarly journals Understanding Policy Change: Multiple Streams and National Education Curriculum Policy in Hong Kong

2014 ◽  
Vol 4 (2) ◽  
pp. 49 ◽  
Author(s):  
Anthony Chow
Keyword(s):  
Hong Kong ◽  
Curriculum Policy ◽  
Education Curriculum ◽  
Multiple Streams ◽  
National Education ◽  
Policy Problem ◽  
Political Forces ◽  
Multiple Streams Framework ◽  
Policy Windows ◽  
Policy Solutions

The purpose of this paper is to critically analyse the policymaking process of the Moral and National Education (MNE) curriculum in Hong Kong by employing Kingdon’s Multiple Streams Framework. The aim of the paper is threefold. First, it will describe the policy process of the national education curriculum policy as a foundation for the analysis. Second, the author will critically evaluate and apply Kingdon’s MSF to examine the policymaking process, both to analyse how such policy came to be constructed as a problem and to consider the proposed policy solutions, as well as the surrounding political forces. Third, the analysis will identify the possible coupling of these lines of thought and the notions of “policy entrepreneurs” and “policy windows.”The MNE policy provided a good example of how a policy problem is constructed in various policy contexts, as well as how the solution is matched to the problem. Although the policy outcome is not entirely predictable, Kingdon’s framework is excellent for explaining the likely outcomes.This paper contributes to the wider policy literature by bridging the East-West gap in policy analysis. It provides a better understanding of the policymaking process in Asian countries, and it should also prove useful to both education policy scholars and policymakers. Finally it suggests further research is needed on how social media affects each of Kingdon’s streams in Hong Kong.

scholarly journals Decent Work in Scotland, an Agenda-Setting Analysis

2019 ◽  
Vol 50 (1) ◽  
pp. 40-58 ◽  
Author(s):  
HARTWIG PAUTZ ◽  
SALLY A. WRIGHT ◽  
CHIK COLLINS
Keyword(s):  
Agenda Setting ◽  
Policy Issue ◽  
Job Quality ◽  
Policy Entrepreneurs ◽  
Decent Work ◽  
Multiple Streams ◽  
Policy Problem ◽  
Policy Window ◽  
Multiple Streams Framework ◽  
Scottish Government

AbstractThis article uses John Kingdon’s multiple streams framework as an analytical tool to consider how the policy issue of ‘job quality’, in the guises of ‘decent work’ and ‘fair work’, developed a ‘career’ in Scotland between 2013 and 2017. The aim is to understand why, despite the efforts of a variety of policy entrepreneurs and the openness of the Scottish Government to this policy problem, job quality did not arrive on the Scottish Government’s decision agenda. The article finds that the crucial ‘policy window’ did not open due to the 2016 ‘Brexit’ decision dramatically changing the political landscape.The article demonstrates the applicability of Kingdon’s framework for agenda-setting analysis in a parliamentary environment and constitutes a rare application of the framework to a ‘live’ policy issue.The authors were involved in a research and advocacy project on ‘decent work’ that was undertaken in Scotland during 2015 and 2016 and therefore were amongst the policy entrepreneurs seeking to place job quality on the Scottish Government’s agenda.

scholarly journals Evaluation of Islamic Education Curriculum Policy in Indonesia

2019 ◽  
Vol 9 (1) ◽  
pp. 34
Author(s):  
Choirul Mahfud
Keyword(s):  
Education Policy ◽  
Islamic Education ◽  
Curriculum Policy ◽  
Education Curriculum ◽  
National Education ◽  
Curriculum Changes ◽  
Inhibiting Factors ◽  
Curriculum Policies

<div><p>The most sensitive thing in the context of Islamic education policy in Indonesia is the change of curriculum. The Islamic education curriculum cannot be separated from the national education curriculum, because Islamic education is a national education subsystem. If the national education curriculum changes, then the Islamic education curriculum also changes. In this context, as adagium "changing ministers, changing curriculum" applies always interesting to discuss. This article intends to discuss how to evaluate Islamic education curriculum policies in Indonesia; and what are the supporting and inhibiting factors in implementing curriculum policies in learning in schools in Indonesia.</p></div>

scholarly journals Foreign Policy Entrepreneurs, Policy Windows, and “Pragmatic Engagement”: Reconsidering Insights of the Multiple Streams Framework and the Obama Administration's 2009 Policy Shift Toward Military-Run Myanmar

2021 ◽  
Vol 17 (3) ◽  
Author(s):  
Jürgen Haacke
Keyword(s):  
Foreign Policy ◽  
Policy Analysis ◽  
Politique Publique ◽  
Policy Entrepreneurs ◽  
Foreign Policy Analysis ◽  
Multiple Streams ◽  
Policy Entrepreneurship ◽  
Multiple Streams Framework ◽  
Policy Windows ◽  
John Kingdon

Abstract This article aims to contribute to the evolving dialogue between foreign policy analysis and public policy with reference to John Kingdon's multiple streams approach. It problematizes how one of the key concepts of MSA—policy windows—has been used in applications to foreign policy and suggests that policy windows may be more difficult to exploit than illustrations of successful foreign policy entrepreneurship indicate. Indeed, the article argues that policy windows can be either small or large; their size will likely differ not least because policy windows are situated within numerous contexts. With reference to instances of foreign policy redirection, the article highlights four such contexts: the placement and access of foreign policy entrepreneurs; the level of contestation surrounding a problematic but prevailing policy; geopolitical pressures; and ideas guiding foreign policy. The article moreover suggests that by contextualizing policy windows and considering also how contingency may affect policy windows, it seems possible to integrate insights from foreign policy analysis into current theorizing about foreign policy entrepreneurship drawing on the multiple streams framework. The empirical illustration examines the policy window that opened up for policy entrepreneurs to recast longstanding US policy toward military-run Myanmar as the Obama administration took office. Cet article a pour objectif de contribuer à l’évolution du dialogue entre Analyse de la politique étrangère et Politique publique en faisant référence à l'approche des courants multiples de John Kingdon. Il problématise la manière dont l'un des concepts clés de l'approche des courants multiples—celui de fenêtres politiques—a été utilisé dans des applications à la politique étrangère et suggère que les fenêtres politiques peuvent être plus difficiles à exploiter que les illustrations d'entreprise de politique étrangère réussie l'indiquent. En effet, cet article soutient que les fenêtres politiques peuvent être petites ou grandes ; leur taille sera susceptible de varier, notamment car elles interviennent dans de nombreux contextes. Il fait référence à des cas de réorientation de politique étrangère et met en évidence quatre de ces contextes : le placement et l'accès des entrepreneurs de politique étrangère, le niveau de contestation autour d'une politique problématique mais dominante, les pressions géopolitiques et les idées guidant la politique étrangère. Cet article suggère en outre qu'en contextualisant les fenêtres politiques et en prenant également en considération la façon dont la contingence peut affecter les fenêtres politiques, il semble possible d'intégrer les renseignements issus de l'analyse de la politique étrangère à la théorisation actuelle de l'entreprise de politique étrangère en s'inspirant du cadre des courants multiples. L'illustration empirique qu'il inclut est une observation de la fenêtre politique qui s'est ouverte aux entrepreneurs politiques pour remanier la politique américaine de longue date envers le Myanmar sous régime militaire lorsque l'administration Obama est entrée en fonction. El objetivo de este artículo es contribuir al diálogo en evolución entre el Análisis de la Política Exterior y la Política Pública con referencia al Enfoque de Corrientes Múltiples (MSA) de John Kingdon. El artículo problematiza la forma en que se ha utilizado uno de los conceptos clave del MSA (la ventana de oportunidad) en las aplicaciones a la política exterior y sugiere que las ventanas de oportunidad política pueden ser más difíciles de explotar de lo que indican los ejemplos ilustrativos de la política exterior empresarial. De hecho, el artículo sostiene que las ventanas de oportunidad política pueden ser pequeñas o grandes; su tamaño probablemente diferirá, entre otras cosas, ya que las ventanas de oportunidad se sitúan en numerosos contextos. Con referencia a los casos de reorientación de la política exterior, este artículo destaca cuatro de estos contextos: la ubicación y el acceso de los emprendedores de políticas exteriores; el nivel de impugnación que rodea a una política problemática pero predominante; las presiones geopolíticas y las ideas que guían la política exterior. Además, el artículo sugiere que al contextualizar las ventanas de oportunidad política y al considerar también cómo la contingencia puede afectar a las ventanas de oportunidad, parece posible integrar las ideas del análisis de la política exterior en la teorización actual sobre el esquema empresarial de la política exterior basándose en el marco de las corrientes múltiples. La ilustración empírica examina la ventana de oportunidad política que se abrió para que los emprendedores de políticas reformularan la antigua política de EE.UU. con respecto a cuando los militares gobernaron Birmania cuando la administración de Obama asumió el cargo.

scholarly journals Kesesuaian Isi Peraturan Daerah Kabupaten Banjar No. 04 Tahun 2004 Tentang Baca Tulis Al-Qur’an Dengan Kurikulum Nasional Pendidikan Agama Islam

2013 ◽  
Vol 11 (1) ◽  
Author(s):  
Hayadin Hayadin
Keyword(s):  
Government Policy ◽  
Regional Government ◽  
Curriculum Policy ◽  
Education Curriculum ◽  
Government Regulations ◽  
Policy Documents ◽  
Reading And Writing ◽  
National Education ◽  
The Government ◽  
Curriculum Relevance

This research aims to elaborate on the relevance of the regional government regulations in reading and writing from Al-quran to the policy of the government policy on national education curriculum. The research on both policy documents uses a content analysis approach consisting of: the regional regulation number 4 Banjar region about Khatam Al-quran for participants in elementary and junior high and the ministry of national education regulation number 22,23,24 year 2006 concerning national education curriculum. The results of the research  indicate  the  relevance  of  many  aspects  of  regional  regulation  (perda)  Banjar  region  number  4  year 2004 with the government’s policy on national education curriculum. Relevance is identified based on aspects of: objectivity, content, and the learning process. From the perspective of education, regional regulation number 4 Banjar region is based on complementing and supplementing the national education curriculum policy. Penelitian ini bertujuan untuk menjelaskan persinggungan isi dan kandungan makna peraturan pemerin- peraturan pemerintah daerah tentang Baca Tulis Al-Qur’andengan kebijakan pemerintah tentang kurikulum pendidikan nasional. Penelitian menggunakan pendekatan analisa isi terhadap kedua dokumen kebijakan yang menjadi fokus penelitian yakni: peraturan daerah nomor 4 Kabupaten Banjar tentang khatam al-qur’an bagi peserta didik pada pendidikan dasar dan menengah; dan peraturan menteri pendidikan nasional nomor 22, 23, 24 tahun 2006 tentang kurikulum pendidikan nasional. Hasil penelitian menunjukkan adanya kesesuaian pada banyak hal antara peraturan daerah (perda) Kabupaten Banjar nomor 4 tahun 2004 dengan kebijakan pemerintah tentang kurikulum pendidikan nasional. Kesesuaian tersebut ditemukan pada aspek: tujuan, isi, dan proses penyelenggaraan pembelajaran. Dari perspektif pendidikan, peraturan daerah nomor 4 Kabupaten Banjar bersifat komplementer dan suplementer terhadap kebijakan kurikulum pendidikan nasional.

scholarly journals PEMAHAMAN SEKOLAH TERHADAP KEBIJAKAN TENTANG PENYELENGGARAAN KURIKULUM SETARA JENDER

2016 ◽  
Vol 1 (1) ◽  
pp. 35
Author(s):  
Abdul Syukur Ibrahim
Keyword(s):  
Elementary School Students ◽  
Curriculum Policy ◽  
Education Curriculum ◽  
School Students ◽  
Study Program ◽  
Proper Understanding ◽  
National Education ◽  
Research Plan ◽  
Education Standard ◽  
Positive Character

The forming and development of educational curriculum must be fitted with the reality and requirements of the stakeholders and the students by keep referring to the national education standard and other national policies. This research aims to describe objectively about the school’s understanding towards regulations number 20 year 2003 about references in national education curriculum development and international ratifications made by Indonesian government.This research employs survey research plan with multistage area cluster to 20 elementary school students as samples. In this research, the researcherplayed as the key instrument by referring to prepared questions and interview guidance. The result showed that the teachers and the principal have not gotsome proper understanding about the baseline of gender-equal curriculum policy in Indonesian language subject. The schools need information about ways indeveloping the Indonesian language subject, wether as a tool for the application of gender-equal curriculum and ways in developing gender-equal based Indonesian language study program as a media to form a positive character and ways in putting gender-equal values in Indonesian language subject.

Learning to understand a nation

2019 ◽  
Vol 15 (2) ◽  
pp. 81-93
Author(s):  
Hei-Hang Hayes Tang ◽  
King Man Eric Chong ◽  
Wai Wa Timothy Yuen
Keyword(s):  
Hong Kong ◽  
Primary Schools ◽  
Social Ethics ◽  
Education Programme ◽  
Education Curriculum ◽  
Alternative Curriculum ◽  
Content Type ◽  
Curriculum Guide ◽  
National Education ◽  
Ideological Tensions

Purpose National identification among young people and the issues about how national education should be conducted have been the significant topics when the Hong Kong Special Administrative Region was entering its third decade of the establishment. This paper was written based on data the authors obtained upon participation in a project organized by the Centre for Catholic Studies of the Chinese University of Hong Kong. The project was carried out after the official curriculum, known as the Moral and National Education Curriculum Guide, was shelved due to popular resentment. The project aimed at capturing the timely opportunity for substantial resources available for school-based operation of moral and national education and developing an alternative curriculum about teaching national issues and identification for Catholic Diocese and Convent primary schools to adopt. This paper aims to investigate the nature of this Catholic Project and examines the extent to which it is a counterhegemonic project or one for teaching to belong to a nation (Mathews, Ma and Lui, 2007). It assesses the project’s possible contribution to citizenship and national education in Hong Kong, since the withdrawal of the Moral and National Education Curriculum Guide. Design/methodology/approach The authors of this paper worked in an education university of Hong Kong and were invited to be team members of this Catholic Project. The role comprised proposing topics for teacher training, conducting seminars, giving comments to teaching resources, observing and giving feedback to schools that tried out the teaching and designing/implementing an evaluative survey and conducting follow-up interviews with involved parties such as teachers and key officials of the Catholic Centre. Given this, the research involved can be perceived as action research. This paper was written up with both the qualitative and quantitative data the authors collected when working the project. Findings This paper reported a Catholic citizenship training project with the focus on a Catholic school project on preparing students to understand the nation by learning national issues analytically. The ultimate goal was to ensure teachers in Catholic primary schools could lead the students to examine national issues and other social issues from the perspective of Catholic social ethics. Though the project arose after the failure of the government to force through its controversial national education programme, this paper found that instead of being an alternative curriculum with resistance flavour, the project was basically a self-perfection programme for the Catholic. It was to fill a shortfall observed of Catholic schools, namely, not doing enough to let students examine social and national issues with Catholic social ethics, which, indeed, had a good interface with many cherished universal values. In the final analysis, the project is not a typical national education programme, which teaches students to belong to a nation but an innovative alternative curriculum transcending the hegemony-resistance ideological tensions as advanced by western literature (for example, Gramsci, 1971; Freire, 1970; and Apple, 1993). Originality/value The paper contributes to the literature of Hong Kong studies and citizenship education studies. The results of such an innovative endeavour, which captures and capitalizes the opportunity and resources for developing a national education curriculum in school-based manner. Attention was paid to the endeavour’s nature and its possible contribution to the knowledge, policies and practices of citizenship and national education in Hong Kong amidst deep social transformations. In particular, the paper can add to the specific literature about Hong Kong’s citizenship and national education development since the withdrawal of the Moral and National Education Curriculum Guide. Using an empirical example of Asian schooling and society, analysis of this paper illustrates the way in which development of an alternative curriculum is more innovative and interesting, transcending the hegemony-resistance ideological tensions.

Applying Kingdon’s Multiple Streams Framework in the Establishment of Law No.13 of 2012 Concerning the Privilege of Yogyakarta Special Region

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Bastian Widyatama
Keyword(s):  
Agenda Setting ◽  
Dominant Factor ◽  
Policy Entrepreneur ◽  
Multiple Streams ◽  
Political Movement ◽  
Social Phenomena ◽  
Data Collection Process ◽  
Multiple Streams Framework ◽  
Political Approach ◽  
Special Region

Kingdon’s Multiple Streams, a framework to analyze agenda-setting process is widely considered as a ‘universal’ theoretical framework because of its flexibility to be applied. Therefore, it is necessary to investigate the validity of this ‘universal’ term. By using the case of the establishment of Law No.13 of 2012 concerning the Privilege of Yogyakarta Special Region, this research aims to apply and examine the Kingdon’s framework. The research has been done by using the qualitative method. Interviewing key persons and interpreting written documents are main techniques in data collection process. As the result, this framework remains applicable in the Yogyakarta case. There are 3 factors that brought Yogyakarta issues into the central government’s agenda encompass problem, policy, and politics. Politics is the most dominant factor indicated by Yogyakartans strong political movement and Sultanate of Yogyakarta’s political approach. In addition, Sultanate of Yogyakarta can also be discussed as a policy entrepreneur. As the conclusion, this research has a significant contribution to Kingdon’s multiple streams framework which is still able to explain social phenomena in policy making studies although there are some concerns that need to be explored further, particularly regarding the role of media and policy entrepreneur. Keywords: Agenda setting, policy, Law No.13 of 2012, Sultanate of Yogyakarta

scholarly journals The Rise of “Localism” and Civic Identity in Post-handover Hong Kong: Questioning the Chinese Nation-state

2017 ◽  
Vol 230 ◽  
pp. 323-347 ◽  
Author(s):  
Sebastian Veg
Keyword(s):  
Hong Kong ◽  
Local Community ◽  
Civic Identity ◽  
Cultural Identification ◽  
Local Identity ◽  
National Education ◽  
Democratic Community ◽  
Chinese Nation ◽  
Identity Discourses ◽  
Definition Of

AbstractWhile it was traditionally accepted that Hongkongers shared a form of pan-Chinese cultural identification that did not contradict their local distinctiveness, over the last decade Hong Kong has seen the rise of new types of local identity discourses. Most recently, “localists” have been a vocal presence. Hong Kong has – quite unexpectedly – developed a strong claim for self-determination. But how new is “localism” with respect to the more traditional “Hong Kong identity” that appeared in the 1970s? The present study takes a two-dimensional approach to study these discourses, examining not only their framework of identification (local versus pan-Chinese) but also their mode of identification (ethno-cultural versus civic). Using three case studies, the June Fourth vigil, the 2012 anti-National Education protest and the 2014 Umbrella movement, it distinguishes between groups advocating civic identification with the local community (Scholarism, HKFS) and others highlighting ethnic identification (Chin Wan). It argues that while local and national identification were traditionally not incompatible, the civic-based identification with a local democratic community, as advocated by most participants in recent movements, is becoming increasingly incompatible with the ethnic and cultural definition of the Chinese nation that is now being promoted by the Beijing government.

Conceptualizing national education and methods of teaching national education in Hong Kong

2021 ◽  
Vol 16 (1) ◽  
pp. 69-94
Author(s):  
King-Man Eric Chong ◽  
Jun Hu ◽  
Chi-Keung Eric Cheng ◽  
Ian Davies ◽  
Hei-Hang Hayes Tang ◽  
...  
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Teaching Methods ◽  
Secondary School Teachers ◽  
Group Discussion ◽  
Relevant Literature ◽  
School Teachers ◽  
National Education ◽  
Academic Literature ◽  
Hong Kong Sar

This article aims to generate a better understanding of Hong Kong teachers’ perception of national education as implemented in the Hong Kong Special Administrative Region (hereafter referred to as Hong Kong SAR) and the interrelationship between their perception and the methods they adopt to teach the topic. We outline the Hong Kong context relevant to our research and review the relevant literature to consider typologies and teaching methods about and for national education. Questionnaire data focused on the seven typologies of nationalism and the three teaching methods of national education identified in the literature review. A total of 601 questionnaires were returned from 198 schools. The typologies of cultural nationalism, civic and peripheral nationalism, authoritarian nationalism, unification nationalism and cosmopolitan nationalism, and the teaching methods of group discussion and an affective approach characterize the views of Hong Kong secondary school teachers about national education. We suggest that teachers’ diverse views about nationalism and their varied use of teaching methods to achieve their goals suggest the powerful influence of current initiatives from the Chinese mainland and the need to reflect on established academic literature that proposes the decolonization of the curriculum and interactive and critical teaching methods.

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