From government to governance: School coalition for promoting educational quality and equity in China

The major aim of recent school education reform in China is to improve educational equity and quality. This paper aims to explore a collaborative reform in a school district in Hangzhou in Zhejiang Province. The major focus of the reform has been a change of school management from “government” to “governance,” which is a shift from individual school effort to multi-school collaboration, from a single point development to a regional ecological development, as well as from loose development to excellence and equality development. Under such reform and through the school coalition among all schools within the district, high-quality and balanced development of the regional education has been promoted. Reform strategies in the school coalition studied include enhancing educational equity within the coalition; coordinating multiple powers; upholding educational quality by a shared curriculum; putting in extra resources to release school burdens; improving the quality of the teaching force; and developing an evidence-based comprehensive assessment system. The results of such changes not only promote teacher professional development but also meet students’ individual needs and growth. The schools involved in the collaborative endeavor have all earned support and recognition from parents, respect from the bureau, and a good reputation, and have improved competitiveness in Hangzhou.

Regional Planning For Active And Sustainable School Travel: Challenges And Opportunities

Significant efforts have been made worldwide to enable active and sustainable school travel, however there has been a lack of sustainable program success within the Greater Toronto and Hamilton Area (GTHA). This research begins to untangle the intricacies of integrating school travel programs into professional practice. A qualitative investigation was conducted in five municipalities that have implemented active and sustainable school travel initiatives within the GTHA. Participants from various sectors, including land-use planning, public health, and school boards, were selected for interviews. Thematic analysis revealed seven challenges that stakeholders confront, including Parent Acceptance, Regional Governance, School Boards, Program Ownership, Data Collection, Elected Officials, and Multidisciplinary Stakeholders. This research identified the ways in which stakeholders have attempted to overcome challenges – offering insights into where additional resources, capacity-building, and improved planning procedures could be introduced. Identifying and resolving these challenges are pivotal to the success of future collaborative transportation planning in the GTHA.

Regional Planning For Active And Sustainable School Travel: Challenges And Opportunities

Significant efforts have been made worldwide to enable active and sustainable school travel, however there has been a lack of sustainable program success within the Greater Toronto and Hamilton Area (GTHA). This research begins to untangle the intricacies of integrating school travel programs into professional practice. A qualitative investigation was conducted in five municipalities that have implemented active and sustainable school travel initiatives within the GTHA. Participants from various sectors, including land-use planning, public health, and school boards, were selected for interviews. Thematic analysis revealed seven challenges that stakeholders confront, including Parent Acceptance, Regional Governance, School Boards, Program Ownership, Data Collection, Elected Officials, and Multidisciplinary Stakeholders. This research identified the ways in which stakeholders have attempted to overcome challenges – offering insights into where additional resources, capacity-building, and improved planning procedures could be introduced. Identifying and resolving these challenges are pivotal to the success of future collaborative transportation planning in the GTHA.

ADMINISTRASI KETATAUSAHAAN SEKOLAH

In order to support the smooth learning process at school needed a section that supports these activities, namely governance school business. Basically, administrative activities are all management of correspondence that starts from collecting (receiving),record, manage, organize, send and save. Administration school / madrasa is the spearhead of education services institution, because as a school administration body directly handle services inside and outside the school.

Administrasi tata usaha

In order to support the smooth learning process at school needed a section that supports these activities, namely governance school business. Basically, administrative activities are all management of correspondence that starts from collecting (receiving),record, manage, organize, send and save. Administration school / madrasa is the spearhead of education services institution, because as a school administration body directly handle services inside and outside the school.

Administrasi Tata Usaha

In order to support the smooth learning process at school needed a section that supports these activities, namely governance school business. Basically, administrative activities are all management of correspondence that starts from collecting (receiving),record, manage, organize, send and save. Administration school / madrasa is the spearhead of education services institution, because as a school administration body directly handle services inside and outside the school.

The Transformation of South Africa’s System of Basic Education

As background to the rest of the book, the chapter describes and analyses the main structural transformations that took place in post-apartheid education in South Africa. The chapter provides analytical context to the rest of the book. It focuses on three key transformations: governance, school funding, and curriculum. For each, the chapter provides historical background, describes the transformation in some depth, and attempts to answer whether the transformation ‘worked’, and in what sense. The chapter concludes that some of the transformations worked, in that they were actually implemented and had some of (in some cases, such as finance, most of) the immediate intended impact (e.g. increase in equity of resource allocation). In some cases, such as curricular change, the immediate impact was elusive. The chapter concludes that the transformations have not yet had the desired impact in terms of either average achievement or equality achievement, but there are hopeful signs.

Influence over school discipline policy: Variation across levels of governance, school contexts, and time

Little research explores the relative influence of various stakeholders on school discipline policy. Using data from the SASS and ordered logistic regression, this study explores such influence while assessing variation across schools types and changes over time. Principals consistently rate themselves and teachers as the most influential stakeholders over setting school discipline policy. The proportion of racial minorities in a school predicts greater influence from higher levels of governance while charter schools report less. Increases in influence of principals and teachers over time are documented. The results may inform both policymakers and practitioners as they work to improve equitable disciplinary outcomes for students.

Governance, school reform and change management

This chapter looks at the changing governance of English schools. The discussion of the policy context pointed to the ‘heterarchic’ nature of school governance in Birmingham, and elsewhere, as a consequence of the emergence of new arrangements for school management and governance associated with the government's academies programme, which occurred alongside the continuation of existing arrangements for the structure and management of schools. These combined to create substantial regulatory confusion over the proper role of the Local Education Authority (LEA), the DfE, school governors and school leadership. It was in these unclear circumstances that the role of Park View in taking over the leadership of other schools, or the expression of Islam in the schools, were presented as evidence of a sinister process of Islamification.