Search results for "Education Policy"
showing 10 items of 141 documents
From discrete to transformed? Developing inclusive primary school teacher education in a Finnish teacher education department
2010
This paper describes the primary school teacher education curriculum reform currently under way in the Department of Teacher Education at the University of Jyvaskyla, Finland. A general overview of the Finnish context and relevant inclusive education policy issues are presented. The process of developing inclusive education in the curriculum and the organisational culture of the department of teacher education is discussed in relation to the collaborative teacher education research framework developed by Pugach and Blanton. Areas for future development are identified.
A laboratory for education reform or a battlefield of donor intervention?
2010
Abstract This article deals with the politics of aid partnerships in the education sector of Benin following an anthropological policy research approach based on empirical data. I present local debates on primary education and the New Study Programmes, the latest education reform introduced nationwide in 1999. The different perceptions of the reform content, its implementation process and its outcomes, articulated by education experts, policy makers, donors, intellectual critics, teachers and parents, illustrate the complexity of educational policy making and, implicitly, of state-building in transnationalised arenas.
What Research Shows about Mathematics Teachers' Learning Needs: Experience from Latvia
2015
<p><em>The implementation of new skills (competencies) according to education regulation documents in 2006 – 2008 demanded a change in the Mathematics and Science teaching practice in Latvia. Work on the new education reform started this year (2015). The aim of the research is to look for the answers to the following questions – do the changes in learning approach occur and are teachers’ skills sufficient for organizing a different teaching process? What are the learning needs expressed by teachers and concluded by experts? The range of cognitive activity, collaboration and focusing on students’ learning are the criteria set for lesson observations. The research shows a tendency…
Education and the Demand for Emancipation
2014
This paper puts forward the hypothesis that in recent decades, pupils of schools in the western world have been given a new form of individuality. This construction has been nourished by both the demand for emancipation as it was expressed in the critical sociology of education (and pedagogy) and by the neoliberal turn in education policy. It unfolds consequences of such an alliance between romantic and neoliberal individualism, and argues that some of Simmel's concepts might fruitfully be engaged to grasp important aspects of today's educational culture. Against this backdrop, the paper discusses the construction of the new individuality in regard to educational changes in control and disc…
Debates y prácticas en materia de elección de centros escolares en los países europeos y los Estados Unidos.
2004
Currently one of the topics present on the political agenda in nearly every country --except France, where it is still a taboo-- is the option for families to be able to choose the school where their children will study. French politicians are reluctant to enter the discussion of this topic, for fear that opening up possibilities might increase school segregation and jeopardise the unity of an educational system that must offer equal opportunities to all. To clarify this matter, it suffices to have a look at research evaluating foreign experiences in the field of the choice of schools by parents. In this respect there is a large variety and, both in France and abroad, (international) compar…
Policy Brief: Developing Education Policies in Europe to Enhance Cultural Literacy
2019
Europe needs education policies that seek to advance intercultural dialogue in a way which reflects the super-diversity of today’s Europe, support respect for diversity and difference, and enable the growth of young people’s identities. The DIALLS project seeks to respond to these needs by developing the concept and idea of cultural literacy and creating a Cultural Literacy Learning Programme for young people. For DIALLS, cultural literacy means a social practice that is inherently dialogic and based on learning and gaining knowledge through empathetic, tolerant and inclusive interaction with others. DIALLS’ qualitative content and concept analysis of European and national education policy …
Policy Brief: Clarifying Culture-Related Concepts in European Education Policies
2019
Education policies are crucial means to enhance peaceful co- existence in a culturally diverse Europe. Culture is, however, a challenging policy topic as general references to it may raise a question of ‘what and whose culture’ the policies are addressing. Based on the DIALLS project’s concept analysis of the EU's and the Council of Europe’s education policy documents, we recommend reducing their ambiguity by being explicit and precise with regard to the culture-related concepts contained within them. Target audience: Authors of future European education policies.
Financing for quality : a new deal in Spanish higher education
1996
In recent years, higher education in Spain has undergone major legal and organizational changes. The number of students and the resources committed to higher education has also grown dramatically in the last decade. After this period of rapid changes, the Spanish Public Higher Education System (SPHES) is launching mechanisms to improve overall efficiency and quality. To meet these objectives, three programs are being carried out: first, a new organization of the teaching system, which aims to make the programs more flexible, varied, of shorter duration and more closely related to social needs; second, a program to assess the quality of university institutions; and, third, a new model to fin…
Governance and Adaptation to Innovative Modes of Higher Education Provision
2014
At a time when more students than ever are attending higher education, its provision is becoming more fluid, global and competitive. For example, developments in new technologies mean that higher education institutions (HEIs) can make their courses available all over the world. These developments bring into question the traditional delivery model of higher education institutions, which tends to be confined to physical — and hence geographically defined — course offerings. This report examines innovative modes of higher education provision, as well as ways in which the management and governance of higher education are changing in support of innovations in higher education provision. As such,…