_Education Policy_ sees 12 philosophers of education critique current and recent UK educational policies relating to higher education and faith-based education, assessment, the teaching of reading, vocational and civic education, teacher education, the influence of Europe and the idea of the ‘Big Society’. Twelve philosophers of education subject elements of current and recent UK educational policy to critique Forthright and critical, the contributors are unafraid to challenge current orthodoxies Offers thought-provoking insights into modern (...) education policy Wide-ranging topics cover higher education and faith-based education, assessment, the teaching of reading, vocational and civic education, teacher education, the influence of Europe and the idea of the ‘Big Society’. (shrink)

The recent decrease in public confidence in the measles, mumps and rubella vaccine has important implications for individuals and public health. This article presents moral arguments relating to conflicts between individual autonomy and collective responsibilities in vaccination decisions with a view to informing and advising health professionals and improving the effectiveness of education policies in avoiding resurgence of endemic measles. Lower population immunity, due to falling uptake, is hastening the need for greater public awareness of the consequences for the (...) population. Vaccination refusals go hand in hand with responsibilities owed to future generations and society in not knowingly contributing to preventable harms. Issues such as parents’ rights are considered and balanced against: collective responsibilities for public health; permissibility of ‘free-riding’; conflicting duties of health professionals; and possible enforcement of vaccination. It is suggested that the arguments may form a persuasive tool for the practice of health professionals involved in informing and supporting parents’ vaccination decisions. (shrink)

Education is a key mechanism for the restoration of inter-community relations in post-conflict societies. The Northern Ireland school system remains divided along sectarian lines. Much research has been conducted into the efficacy of initiatives developed to bring children together across this divide but there has been an absence of studies into the impact of educational division on teachers. A number of policies, separately and in combination, restrict teachers’ options to move across and between the divided school sectors. The recruitment (...) of teachers is excepted from fair employment legislation; details of teachers’ community identity are consequently not collected, and little is known about the impact that ethnic identity, educational policies and sectoral practices have had on teacher deployment. This quantitative project investigates the extent to which the deployment of teachers in mainstream schools in Northern Ireland reflects the enduring community divide. It is observed that, whilst primary schools are staffed mainly by community-consistent teachers, there has been an increase in cross-over teachers in post-primary schools – particularly in the grammar sector. Around one-in-five teachers have had no educational experience outside of their community of origin; this cultural encapsulation may contribute to a reluctance to engage with contentious issues in reconciliation programmes. (shrink)

Through an interpretative phenomenological perspective, this article analyses the education policy implemented in Spain following the declaration of the state of alarm due to Covid-19 pandemic. It questions the measures implemented (i.e. the confinement of the population to their homes and school closures, others related to the right of minors to study and to managing the school year), and the main effects on children and families from an inclusive standpoint. Three main categories emerged from the analysis: 1) access (...) to education, 2) the relationships between, and the participation of, members of the educational community, 3) learning acquisition. The results underline that the effects have not been the same for different families, especially among more vulnerable groups. Marginality and socio-educative inequality have increased. It is essential to make more flexible policies to accommodate diversity and ensure the principles of equity. In this direction, family’s socio-educational role has to be acknowledged and their needs assumed as a priority. (shrink)

This article brings together epistemological and political philosophy approaches and investment of the dialectic of knowledge, values, and skills, by situating the whole in an uncertain world. We propose to look at the place that environmental issues have in the most recent French public education policies and in particular in the teaching programs that have been developed for the compulsory education period. We present the main themes and potential implications of Mill's philosophical work. We discuss what could be (...) a new approach to the question of the meaning of school knowledge in a democracy. We try to briefly synthesize, on the one hand, what, according to us, distances the current programs from the horizon of such a re-examination; and on the other, what, within them, seems to open up a certain number of possibilities that are worth exploring in this domain. (shrink)

(1996). Educational policy in Poland in the period of transition. The European Legacy: Vol. 1, Fourth International Conference of the International Society for the study of European Ideas, pp. 674-679.

In this up-to-date introduction to a key policy area, Paul Trowler puts current education policy into context by showing how it has evolved over time and in response to different political ideals. He examines what education policy is, how it is formulated and, crucially, how implementation processes affect outcomes. He looks at the key issues facing the government today and at how the research process feeds into policy-making. This concise guide, suitable for student or (...) professional, features: * policy landmark tables * illustrative case studies * summaries of key points * guides to further reading * useful websites and addresses * a glossary of key terms. (shrink)

_In _Evidence, Politics, and Education Policy_, political scientists Lorraine M. McDonnell and M. Stephen Weatherford provide an original analysis of evidence use in education policymaking to help scholars and advocates shape policy more effectively._ The book shows how multiple types of evidence are combined as elected officials and their staffs work with researchers, advocates, policy entrepreneurs, and intermediary organizations to develop, create, and implement education policies. _Evidence, Politics, and Education Policy_ offers an in-depth understanding (...) of the political environment in which evidence is solicited and used. Two key case studies inform the book’s findings. The primary case—a major, multimethod study—examines the development and early implementation of the Common Core State Standards at the national level and in four states: California, Indiana, Massachusetts, and Tennessee. A comparative case analyzes the evidence used in Congressional hearings over the twenty-year history of the Children’s Health Insurance Program. Together, the two cases illustrate the conditions under which different types of evidence are used and, in particular, how federalism, the complexity of the policy problem, and the policy’s maturity shape evidence use. McDonnell and Weatherford focus on three leverage points for strengthening the use of research evidence in education policy: integrating research findings with value-based policy ideas; designing policies with incentives for research use built into their rules and organizational structures; and training policy analysts to promote the use of research in policymaking venues. (shrink)

Wanda Pillow presents a critical analysis of federal law and polciy towards pregnant teens, representations of teen pregnancy in popular culture and educational policy assesses how schools provide educational opportunities for school aged mothers. Through in- depth analysis of specific policies and programmes, both past and present, thsi book traces America's successes and failures in educating pregnant teens. Unfit Subjects uses feminist, race and poststructural theories to inform a satisfactory educational policy.

This comprehensive educational history of public schools in Hawai'i shows and analyzes how dominant cultural and educational policy have affected the education experiences of Native Hawaiians. Drawing on institutional theory as a scholarly lens, the authors focus on four historical cases representing over 150 years of contact with the West. They carefully link historical events, significant people, educational policy, and law to cultural and social consequences for Native Hawaiian children and youth. The authors argue that since the (...) early 1800s, educational policy in Hawai'i emphasizing efficiency has resulted in institutional structures that have degenerated Hawaiian culture, self-image, and sovereignty. Native Hawaiians have often been denied equal access to quality schools and resulting increased economic and social status. These policies were often overtly, or covertly, racist and reflected wider cultural views prevalent across the United States regarding the assimilation of groups into the American mainstream culture. The case of education in Hawai'i is used to initiate a broader discussion of similar historical trends in assimilating children of different backgrounds into the American system of education. The scholarly analysis presented in this book draws out historical, political, cultural, and organizational implications that can be employed to understand other Native and non-Native contexts. Given the increasing cultural diversity of the United States and the perceived failure of the American educational system in light of these changes, this book provides an exceptionally appropriate starting point to begin a discussion about past, present, and future schooling for our nation's children. Because it is written and comes from a Native perspective, the value of the "insider" view is illuminated. This underlying reminder of the Native eye is woven throughout the book in _Ha'awina No'ono'o_--the sharing of thoughts from the Native Hawaiian author. With its primary focus on the education of native groups, this book is an extraordinary and useful work for scholars, thoughtful practitioners, policymakers, and those interested in Hawai'i, Hawaiian education, and educational policy and theory. (shrink)

In Europe, welfare state provision has been subjected to 'market forces'. Over the last two decades, the framework of economic competitiveness has become the defining aim of education, to be achieved by new managerialist techniques and mechanisms. This book thoughtfully and persuasively argues against this new vision of education. This in-depth major study will be of great interest to researchers in the sociology of education, education policy, social theory, organization and management studies, and also to (...) professionals concerned about the deleterious impact of current education policy on children's learning and welfare. (shrink)

The Misdirection of Education Policy poses critically important questions about the wisdom of American public education policy and reform initiatives. The approach suggested here is designed to offer an arterial that allows students and teachers to do more than simply prepare for STEM careers; it advocates for an education that helps people navigate life by becoming explorers who remain curious and analytical about their world.

In Moderating the Debate: Rationality and the Promise of American Education, Michael Feuer raises concerns about the consequences of basing educational policy on the model of rational choice drawn from economics. Policy making would be better and more realistic, he suggests, if it were based on a newer procedural model drawn from cognitive science. In this essay Eric Bredo builds on Feuer's analysis by offering a more systematic critique of the traditional model of rationality that Feuer criticizes, (...) a more critical evaluation of the procedural model that he favors, and a recommendation that the situational model he does not consider may have some benefits over both. This analysis shows that the traditional model presupposes an actor that cannot learn or develop. While the actor in the procedural model can learn, Bredo contends that it cannot develop, that is, it cannot outgrow its initial assumptions and values. Only the situational model allows for learning and development, important in a model to be used in the field of education. Bredo also considers in his analysis the social‐relational assumptions built into the traditional, procedural, and situational models and the likely ethical consequences of acting on them. (shrink)

Controlling defects in educational policies established by the state is a formidable challenge. The state invariably believes that the solution lies in developing and improving educational outcomes. However, evaluating and monitoring these outcomes is not a straightforward process that unfolds over a year or two; it requires a span of 14–16 years, encompassing two years of preschool, 12 years of basic and secondary education, and four years of university education. Despite this extensive period, the discovery of “the quality (...) of educational policies” and subsequently “the quality of education” often proves elusive, amounting to mere rhetoric without tangible impact. In the realm of educational philosophy, drawing upon Immanuel Kant’s Enlightenment principles from December 1784 emerges as both necessary and urgent. This approach could guide us back to the foundational infrastructure and core principles of learning design, where reason and critical thought commence a critique of current educational policies in any context. With greater freedom, this enables the innovation of new concepts. Traditional education policies rendered obsolete across generations, bear striking resemblance to the religious institutions that Kant, along with scholars before him during the Dark Ages, found constraining. The critique of existing educational frameworks and the advocacy for freedom and autonomy in learning draw on the foundational work of Heckman, James and Carneiro, Pedro, (2003), who delve into human capital policy, suggesting that education systems need to be more responsive to individual needs and potential (Heckman & Carneiro, 2003). The paramount question arises: Have traditional education policies succeeded in making students subservient to their systems, structures, and models, burdened with theories of educational reform and development? It is evident that from early childhood through the stages of basic and secondary education, students are deprived of the choice in systems, structures, and curricula that suit them best. This limitation extends to university education, which is contingent upon high school grades and reliant on inadequately designed, intimidating examinations. Furthermore, it is ineffectively tethered to public policies, socio-economic conditions, and linguistic competencies (as determined by TOEFL, IELTS, etc.), or international assessments (e.g., PISA). The focus on the individual — his or her abilities, skills, aspirations, hobbies, and concerns — remains conspicuously absent from the calculus of all educational policy considerations. This research endeavors to revisit foundational questions: Why do societies necessitate education initially, followed by policies governing it? It then delves deeper into examining the relationships between educational policies and the future job market, which remains ambiguous and unknown. Keywords : Enlightenment, Educational Policies, Kantian Philosophy, Critical Thinking, Human Capital, Strategic Insight, Artificial Intelligence, Educational Reform, Lifelong Learning, Global Citizenship, Technological Revolution, Equity in Education, Educational Philosophy, Intellectual Freedom, Skill Development, Inclusive Education. (shrink)

Pursuing world-class universities, China has emerged in recent decades as an increasingly popular destination for internationally mobile academics. The goal of this study was to identify current education policy dispositions toward foreign faculty at the national and institutional levels in China. Findings indicate that within China’s higher education policy discourse, foreign faculty are identified as an advantage, and a source of conflict, ultimately having an ambiguous role as they attempt to manage their complicated status in Chinese (...) higher education institutions. Foreign faculty are typically regarded as an international asset, accelerating global competitiveness and international rankings to enhance the acceleration of China’s higher education system. They are also considered controversial in relation to Chinese culture, values, and traditions. However, the most prevalent policy disposition explored in this study was that of vagueness and marginality, indicating underlying ambiguity toward foreign faculty. The study concludes with implications for future scholars and policymakers to consider. (shrink)

_Researching Education Policy, Public Policy, and Policymakers_ is a theoretical and hands-on practical guide to conducting qualitative research on education policy and public policy, with an emphasis on studies that involve senior participants and high-status government and non-government organisations. Building on over a decade of extensive experience in qualitative research on education policy among the most senior policymakers, this book explores and illustrates successful approaches to working with senior policymakers through examples from (...) both the UK and Israel. Whilst policy studies are traditionally either theoretical or quantitative, this book explains the theory, methodology, and ethics of harnessing qualitative methods to the study of senior policymakers and their settings. Key topics include: Designing and planning the qualitative policy study Document analysis as a policy research tool Interviewing policymakers and observing policy Mapping qualitative policy analysis methods Writing policy reports Ethics and trust This practical guide, built upon a sound theoretical framework, will prove both inspirational and helpful to academic and professional researchers across all disciplines involving public policy. (shrink)

Originally published 1967, this title reveals how the missionaries, so often misguided and short-sighted, were in fact pioneers of modernization, science and freedom. The structure of the book allows for comparative analysis and the volume illustrates how some of the social consequences of action through the schools could be foreseen. In addition light is thrown on the results of Imperial rule during the nineteenth century and on the nature of the impact of Western education in Asia and Africa.

This study explores the macro education policy design on the vocational education system for the new generation of migrant workers in China. The content system of vocational education, the...

The education policy of Conservative governments in Britain since 1979 is sometimes said to be contradictory. It purports to empower the consumer, but legislation has given the lie to this, vesting ever greater powers in central government, less so in Scotland, the more so in England and Wales. In short, education policy contains mixed messages, or contradictions. But these contradictions to some extent express the tensions which have become apparent in an age of transition: that between (...) the modern and the postmodern, or between Fordist and 'disorganised' forms of capitalism. A new mode of regulation is being established within the agencies of the welfare state. It reveals an isomorphic structure - at the level of the pupil, the teacher, the parent and the school - whose purpose is the management of consent, and whose justification appeals to the culture of consumption. The analysis is illustrated mainly with reference to Scotland. (shrink)

Knowledge is and will be produced in order to be sold; it is and will be consumed in order to be valorised in a new production: in both cases, the goal is exchange.We live in a social universe in which the formation, circulation, and utilization of knowledge presents a fundamental problem.If the accumulation of capital has been an essential feature of our society, the accumulation of knowledge has not been any less so.Now, the exercise, production, and accumulation of this knowledge (...) cannot be dissociated from the mechanisms of power; complex relations exist which must be analysed. (shrink)

Professor Whitty has endorsed the consensus that research into education is empirical social science, distinguishing ‘educational research’ which seeks directly to influence practice, and ‘education research’ that has substantive value but no necessary practical application.The status of the science here is problematic. The positivist approach is incoherent and so supports neither option. Critical educational science is virtually policy-inert. The interpretive approach is empirically sound but, because of the value component in education, does not support education (...) research either, or account for this component.A solution to the latter problem is sought in the debate between Carr and Hirst on the relationship between philosophy and education. This shows Carr making claims that rely on a conception of philosophy that he rejects, while Hirst insists on this conception, uses it to justify practical claims, but denies that this is possible.To achieve a practically relevant analysis of educational research, both need to include second-order, normative, conceptual enquiry into the philosophies that drive educational policy-making and partly regulate teaching methodology. Deweyan, first-order, ‘reflective practice’ needs, then, to be supplemented with second-order reflection.Educational research is philosophy- not science-driven, and is value-led. Consequently, it has the status not of scientific discovery but of practical recommendation. (shrink)

In this article, we use the basic concepts of Dewey’s pedagogical philosophy on democracy and education as analytical tools for exploring the democratic potential of a transnational education policy within the contemporary European risk discourse. A Deweyan reading of main policy documents, starting with the 2000 Lisbon Strategy, allows for critical discussion of some of the basic assumptions and consequences of the EU-advocated transnational education policy. The data sources include 28 EU policy documents (...) from 2000 to 2014. The analysis shows that in addition to a prevailing “human capital” discourse, there is potential for a communicative “democratic discourse” that promotes social cohesion. The democratic discourse underlines the full and free communication between different groups as the only way to promote and ensure the conditions for social cohesion. In this crisis of nearby wars, terror attacks and refugees in Europe, economy and competition are not viable concepts for seeking solutions. We argue that a shift to a language adapted to the real crisis and the fear of future crises in Europe is needed. We argue that a language that understands social efficiency, communication and a moral interest in the way Dewey outlined the concepts in Democracy and Education corresponds to the strong need to maintain and strengthen a democratic education and a democratic way of living for all. (shrink)

This article was initiated by our discomfort regarding recent policy developments in Nordic early childhood education (ECE) where previous decades’ policies on creating solidarity, equality and universal access to social welfare and promoting democratic participation are seemingly waning. While from a global perspective, these policies might seem inclusive and democratic, if understood within the context of Nordic policy frames and broader policy changes in Sweden and Denmark, their undemocratic coercive moves and racist undertones become visible. By (...) focusing on the intersections of language and place in selected policies, we respond to the questions: ‘what is the problem represented to be’ and ‘what are the solutions offered?’ (Bacchi, Citation2012). We argue for the urgency of further research as the identified policy shifts indicate the prevalence of a more virulent form of nationalism in the Nordic ECE space threatening its Nordic democratic values. (shrink)

XIAO LD. Nursing Inquiry 2010; 17: 208–220Continuing nursing education policy in China and its impact on health equityThe aim of this study was to evaluate the mandatory continuing nursing education (MCNE) policy in China and to examine whether or not the policy addresses health equity. MCNE was instituted in 1996 in China to support healthcare reform was to include producing greater equity in health-care. However, the literature increasingly reports inequity in participation in MCNE, which is (...) likely to have had a detrimental effect on the pre-existing discrepancies of education in the nursing workforce, and thereby failing to really address health equity. Despite a growing appeal for change, there is lack of critical reflection on the issues of MCNE policy. Critical ethnography underpinned by Habermas’ Communicative Action Theory and Giddens’ Structuration Theory were used to guide this study. Findings are presented in four themes: (i) inaccessibility of learning programs for nurses; (ii) undervaluation of workplace-based learning; (iii) inequality of the allocation of resources; and (iv) demands for additional support in MCNE from non-tertiary hospitals. The findings strongly suggest the need for an MCNE policy review based on rational consensus with stakeholders while reflecting the principles of health equity. (shrink)

Due to the historical background, political changes, external cultural impacts, and drastic internal changes in people's lifestyles, ethnic music is step by step on the decline or even on the verge of extinction. This paper analyses the significance, characteristics and dilemmas of the inheritance of folk music, and discusses the influence of social music education policy on the inheritance of folk music, and new ways of inheritance. It proposes two effective paths for the implementation of the social music (...) education policy, namely, the construction of high-quality music teachers and the development of school-based ethnic music programs, which will jointly promote the development of ethnic music in China. In the empirical study, a stratified sampling of schools was conducted in City G. Thirty-four schools were sampled. With a sample of students (1972), teachers (102), and music group leaders (34), the implementation of social music education policy in primary schools can significantly improve students' cognition, experience, understanding, love, inheritance, and development of ethnic music culture. (shrink)

This paper argues that education policy sociology, as presently constituted, is limited in its theoretical, disciplinary and strategic concerns. Specifically, it urges those working in the field to establish a more critical social scientific approach to their work through increased engagement with feminist and antiracist literature.

This paper argues that some educational policy slogans, particularly compound slogans, are inherently paradoxical, and that while this may have a strong motivational effect, in appealing to a wide range of ideals and aspirations, it renders both the implementation and the evaluation of certain policies problematic. The example is given of equal opportunities in relation to gender and subject choice.

1. This review intends to consider what Keywords in Education Policy Research can do in terms of the contribution it can make to the work of an educator, teacher educator and researcher in teacher...

This paper attempts to explore the underlying nature and terms of Higher Education policy. Higher Education policy cannot be viewed outside the changing conditions of the state especially when the inquiry centres on Europe. In the European context, policy making, in order to be efficient, seems to be conducted on two levels, the supranational and the regional. This change in the structure of Higher Education policy making can be considered as an outcome of (...) globalization and the current market economy. The EU's Higher Education policy may be expected to go beyond the national into the supranational level of cooperation with the launching of new initiatives resulting from the Bologna Process and the European Higher Education Area. These initiatives are reshaping the role and responsibilities of Higher Education Institutes towards society and the market. The new role that these institutes are called upon to play indicates a clear tendency towards dissemination and the growing need for cooperation at the regional level. (shrink)

This study examines the educational policy related to the inclusion of ethnic minority population in the contemporary China. It has undergone three stages of the educational policy transformation, including the beginning, development and perfection stages. It is characterized by the steadiness, caution, rapidity, quality improvement, standardization and quality. Through implementing the educational policy of the inclusion of ethnic minority population, it has made retrogress and achievements, which has played a positive role in national integration, maintaining national unity (...) and regional stability, improving the academic level and cross-cultural ability of minority students, and sharing educational resources. However, in current China’s education context, the implementation of education policy is faced with some prominent problems, such as the marginalized educational identity, non-communicative education, relative separation of systems and serious cultural barriers, relative emphasis on explicit education. Therefore, it suggested to construct a new integrative and open ethnic education system, strengthen the consciousness of the united integrated education, and enhancing the bi-directionality of ethnic integration. (shrink)