Search results for "Policy development"

Policy-practice gap in participation of students with disabilities in the education and training programme of Ethiopia: policy content analysis

2015

This study explores the extent to which the issue of special educational and training needs for persons with disabilities is addressed in the education and training policy of Ethiopia, with a specific focus on technical and vocational education and training (TVET). Focus group discussions and interviews were used to assess the content of the policy and related strategic documents, as well as legal frameworks and implementation instruments, in terms of the principle of inclusion. A pair of focus group discussions involved 22 members of the management and governance of four networks and eight indigenous, disability-focused, non-governmental organisations. Moreover, 14 high-profile experts fro…

State of the Art in Information Security Policy Development

2020

Despite the prevalence of research that exists under the label of “information security policies” (ISPs), there is no consensus on what an ISP means or how ISPs should be developed. This article reviews state-of-the-art ISP development by examining a diverse sample of literature on the subject. The definition and function of an ISP is studied first, revealing a rich tapestry of different notions behind the same term. When looking at the broad picture of the research on ISP development methods, we find different phases and levels of detail. Analyzing the different views on the content, context, and strategy alignment provides for further understanding on the complexity of the matter. As an o…

DISTANCE LEARNING AND COVID-19 FROM STUDENTS’ PERSPECTIVE: DO THEY HAVE THE SKILLS TO DEAL WITH THE UNPRECEDENTED SITUATION?

2021

As a result of the COVID-19 pandemic, more than 1,6 billion children worldwide were forced to discontinue face-to-face education and continue with distance learning (OECD, 2020). To many students as well as teachers this was their first experience with distance learning. Students' ability to adapt to distance learning varies and depends on different factors, including individual factors such as the ability to cope with new situations, solve problems and manage their own learning process. In order to successfully deal with the new circumstances in education, it is necessary to work at all levels - including the level of policy development, level of schools as organizations, and at the indivi…

Abductive innovations in information security policy development : an ethnographic study

2019

Developing organisational information security (InfoSec) policies that account for international best practices but are contextual is as much an opportunity for improving InfoSec as it is a challenge. Previous research indicates that organisations should create InfoSec policies based on best practices (top-down) and simultaneously encourages participatory development (bottom-up). These contradictory suggestions place managers in a dilemma: Should they follow a top-down or bottom-up approach? In this research, we build on an ethnographic approach to study how an innovative engineering company (MachineryCorp) managed the contradiction when the firm developed an InfoSec policy. Drawing on the …

European lifelong guidance policies : progress report 2013-14 : a report on the work of the European Lifelong Guidance Policy Network 2013-14

2014

European lifelong guidance policies : progress report 2011-12 : a report on the work of the European Lifelong Guidance Policy Network 2011-12

2012

Finnish Quality Evaluation Discourse : Swimming Against the Global Tide?

2023

AbstractThis chapter discusses Finnish quality evaluation in comprehensive education, recognising that it frequently differs from that used by the Global Education Reform Movement (GERM) in most countries. Instead of high-stakes testing of pupil achievement, monitoring or school inspection, Finnish quality evaluation (QE) rests mainly on sample-based national testing and self-evaluations conducted in schools and municipalities. The argument presented here is that, although reform of the Finnish education system has often taken a different path from other countries, at the level of discourse, the Finnish system is increasingly caught between the more usual approach to QE and the Finnish vari…

Language Education for Everyone? Busting Access Myths

2023

AbstractFinland has, rather successfully, promoted an image of itself as a model of educational excellence and linguistic equity. This chapter problematises this image by analysing Finnish language education policies at the comprehensive school level. For our analysis we use a three-fold understanding of access as; (a) having the opportunity to participate in language education (getting in); (b) participating in education that is meaningful and effective for the pupil (getting it); and (c) receiving credentials that are societally legitimate and valuable assets (getting out). We elaborate on each aspect of access by debunking three myths for the Finnish context that: (a) Multilingualism is …

Policy-practice gap in participation of students with disabilities in Ethiopia's formal vocational education programme

2017

In Ethiopia, individuals with disabilities have limited access to educational and vocational training opportunities due to environmental, attitudinal and institutional barriers. The overarching purpose of the study was to investigate the status of inclusiveness of relevant policy and legal instruments of the study countries and their practicality in vocational education programmes. The specific aims of the study were to: explore the extent to which the issue of special educational and training needs for persons with disabilities is addressed in the education and training policy of Ethiopia, specifically focusing on technical and vocational education and training (TVET); investigate prevaili…

Agenda Setting and Policy Development, Higher Education

2018

Agenda setting is one of key concepts in the critical or interpretative approaches in the study of policy development. Developed in response to positivist paradigms, which saw policies as largely technical solutions to objectively existing problems, critical or interpretive analysis emphasises the constructed, contingent, and processual nature of policies, in particular the role of differently positioned actors in bringing specific issues to the fore (Fischer, 2003). In this sense, the use of agenda setting in the research on higher education policy is fundamentally related to the questions of political power and influence, and thus to the relationship between longer-term structural change …