scholarly journals The Lived Experience of Flexible Education – Theory, Policy and Practice

2011 ◽  
Vol 8 (3) ◽  
pp. 5-19
Author(s):  
Stuart R. Palmer ◽  
Keyword(s):  
Public Policy ◽  
Lived Experience ◽  
Teaching And Learning ◽  
Institutional Policy ◽  
Policy And Practice ◽  
National Education ◽  
National Education Policy ◽  
Education Theory ◽  
Flexible Education ◽  
Over Time

The range of rationales that underpin conceptions of flexible education, and the re-making over time of the official meaning of flexibility in national education policy, have led to the point where flexibility might be found, or be required, in nearly every aspect of Australian higher education. This paper seeks to identify those rationales and the development of public policy rhetoric that have framed the development of the meaning of flexible education over time in an Australian context. By considering the intersection of theoretical and policy perspectives on flexible education with the realities of teaching and learning practice in the discipline context of engineering, this paper proposes the essential importance of individual context and agency in the making of real meaning from, and creating practical boundaries around, the otherwise tenuous definitions of flexibility often offered by institutional policy.

Shifts in policy and practice in early childhood curriculum priorities in Aotearoa-New Zealand: Entanglements of possibility and risk

2020 ◽  
Vol 18 (6) ◽  
pp. 739-756
Author(s):  
Maggie Haggerty ◽  
Judith Loveridge ◽  
Sophie Alcock
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Curriculum ◽  
Policy Reforms ◽  
Curriculum Policy ◽  
Policy And Practice ◽  
National Education ◽  
Aotearoa New Zealand ◽  
National Education Policy ◽  
Recent Policy

Recent policy developments in the early childhood (EC) care and education sector in Aotearoa-New Zealand have seen a shift in focus from children and play to learners and learning. While few would argue against learning as priority this article raises pressing questions about the ‘intended’ and ‘(un)intended’ consequences of this turn. We analyse national education policy reforms that have served to promote the construction of child-as-learner-subject, alongside moves internationally toward the learnerfication of EC services (Biesta, 2010). As a particular focus, we examine the legacy EC curriculum policy has drawn on from indigenous Māori discourses, as a complex entanglement of both possibility and risk. We focus also on how, in this policy context, an intermix of ‘old’ and ‘new’ curriculum priorities was playing out in one EC setting and how teachers sought to navigate the complex entanglement this effected in practice. On the basis of our analyses, we argue that the problem is not with learning as priority, but with the (school-referenced) narrowing of curriculum, the prioritising of homogenised predetermined outcomes and the ways in which children (parents and teachers) are being positioned in these particular constructions of learners and learning.

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.

scholarly journals Teaching and Learning Principles of the Ancient Indian Education System and its Relevance with the National Educational Policy 2020

2021 ◽  
Author(s):  
Tirath Das Dogra ◽  
Astha Chaudhry
Keyword(s):  
Educational Policy ◽  
Education System ◽  
Teaching And Learning ◽  
Indian Education ◽  
Educational Institutions ◽  
National Education ◽  
National Education Policy ◽  
Modern System ◽  
National Educational Policy ◽  
Learning Principles

The teaching and learning principles followed in the Ancient Indian Education System were largely based on the student centric teaching and learning principles as advocated in the modern system of education. The overall development of the student including the inner and outer self was largely practiced in our ancient education system. Also, the principles and practices discussed in Andragogy bears striking similitude with the practices followed in the ancient system. The relevance of understanding these traditional Indian teaching and learning principles increases with the introduction of National Education Policy (NEP) 2020 by Ministry of Human Resource and Development, Government of India as it highlights that all these principles are required to be adopted by the Higher Educational Institutions. This article aims to discuss some of the teaching and learning principles of the Ancient Indian Education system and their relevance in contemporary times along its coherence with NEP.

Resurrected Bodies

2010 ◽  
Vol 39 (1) ◽  
pp. 3-6 ◽  
Author(s):  
Arlene Macdonald
Keyword(s):  
Public Policy ◽  
Lived Experience ◽  
Organ Transplant ◽  
Transplant Recipients ◽  
Ethical Considerations ◽  
The Public ◽  
Professional Activities ◽  
Faith Traditions ◽  
Anthropological Literature ◽  
Religious Actors

The anthropological literature on transplant, though theoretically and ethnographically rich, does not address religion in any substantial way. And while bio-ethical considerations of transplant regularly address religion, treatments are generally circumscribed to a list of various faith traditions and their stance toward organ transplant. Such a presentation reduces “religion” to the world’s recognized faith traditions, “religious actors” to the official spokespersons of these traditions, and “religious belief” to moral injunctions. The objective of the thesis was to illuminate the prominent place of religion in the lived experience of transplant recipients and donors, in the public policy and professional activities of transplant officials, and in the transplant discourses of North America

Investigating the President

2016 ◽  
Author(s):  
Douglas L. Kriner ◽  
Eric Schickler
Keyword(s):  
Public Policy ◽  
Political Theater ◽  
Policy Outcomes ◽  
Presidential Power ◽  
Political Pressure ◽  
Comprehensive Overview ◽  
Partisan Polarization ◽  
Approval Rating ◽  
Congressional Investigations ◽  
Over Time

Although congressional investigations have provided some of the most dramatic moments in American political history, they have often been dismissed as mere political theater. But these investigations are far more than grandstanding. This book shows that congressional investigations are a powerful tool for members of Congress to counter presidential aggrandizement. By shining a light on alleged executive wrongdoing, investigations can exert significant pressure on the president and materially affect policy outcomes. This book constructs the most comprehensive overview of congressional investigative oversight to date, analyzing nearly 13,000 days of hearings, spanning more than a century, from 1898 through 2014. The book examines the forces driving investigative power over time and across chambers, and identifies how hearings might influence the president’s strategic calculations through the erosion of the president’s public approval rating, and uncover the pathways through which investigations have shaped public policy. Put simply, by bringing significant political pressure to bear on the president, investigations often afford Congress a blunt, but effective check on presidential power—without the need to worry about veto threats or other hurdles such as Senate filibusters. In an era of intense partisan polarization and institutional dysfunction, the book delves into the dynamics of congressional investigations and how Congress leverages this tool to counterbalance presidential power.

Environmentalists, Nuclear Waste, and the Politics of Passive Exclusion in Germany

2001 ◽  
Vol 19 (4) ◽  
pp. 43-63 ◽  
Author(s):  
Christian Hunold
Keyword(s):  
Public Policy ◽  
Public Sphere ◽  
Nuclear Waste ◽  
Environmental Movement ◽  
The State ◽  
Radioactive Wastes ◽  
Liberal Democratic ◽  
Democratic State ◽  
Ecological Democracy ◽  
Over Time

In this essay I examine the dispute between the German GreenParty and some of the country’s environmental nongovernmentalorganizations (NGOs) over the March 2001 renewal of rail shipmentsof highly radioactive wastes to Gorleben. My purpose indoing so is to test John Dryzek’s 1996 claim that environmentalistsought to beware of what they wish for concerning inclusion in theliberal democratic state. Inclusion on the wrong terms, arguesDryzek, may prove detrimental to the goals of greening and democratizingpublic policy because such inclusion may compromise thesurvival of a green public sphere that is vital to both. Prospects forecological democracy, understood in terms of strong ecologicalmodernization here, depend on historically conditioned relationshipsbetween the state and the environmental movement that fosterthe emergence and persistence over time of such a public sphere.

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.

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