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Journal articles on the topic 'Education, Secondary – Government policy – History'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Arai, Chinichi. "History Textbooks in Twentieth Century Japan." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 113–21. http://dx.doi.org/10.3167/jemms.2010.020208.

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Despite modernization of the Japanese school system after 1872, this period was marked by the war in East Asia and nationalism focusing on the emperor, whereby the imperial rescript of 1890 defined the core of national education. Following defeat in the Second World War, Japan reformed its education system in accordance with a policy geared towards peace and democracy in line with the United Nations. However, following the peace treaty of 1951 and renewed economic development during the Cold War, the conservative power bloc revised history textbooks in accordance with nationalist ideology. Man

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2

Cheung, Alan C. K., E. Vance Randall, and Man Kwan Tam. "The development of local private primary and secondary schooling in Hong Kong, 1841-2012." International Journal of Educational Management 30, no. 6 (2016): 826–47. http://dx.doi.org/10.1108/ijem-06-2015-0073.

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Purpose – This paper is a historical review of the development of private primary and secondary education in Hong Kong from 1841-2012. The purpose of this paper is to examine the evolving relationship between the state and private schools in Hong Kong. Design/methodology/approach – This paper utilizes sources from published official documents, public data available on government websites, archival documents and newspapers. The authors also carried out a few individual interviews with legislators, government officials and principals who were familiar with the history of private education in Hon

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DeYoung, Alan J. "Conceptualizing Paradoxes of Post-Socialist Education in Kyrgyzstan." Nationalities Papers 36, no. 4 (2008): 641–57. http://dx.doi.org/10.1080/00905990802230571.

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Official government educational pronouncements and policy in the Kyrgyz Republic have called for wider access and participation in higher education as an essential part of the general strategy to build democracy and a market economy. The number of higher education institutions (vuzy) has increased from approximately 10 at the end of the Soviet period to 50 institutions, with over 200,000 students now in attendance. Various international statistical sources show that higher education enrollments peaked above 70% of secondary school graduates in the early 1990s. For the past decade, these figure

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4

LEWIS, JANE, and TRUDIE KNIJN. "The Politics of Sex Education Policy in England and Wales and The Netherlands since the 1980s." Journal of Social Policy 31, no. 4 (2002): 669–94. http://dx.doi.org/10.1017/s0047279402006761.

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Teenage pregnancy rates are extremely high in the UK and extremely low in The Netherlands. Sex education is acknowledged to be a determining factor. While it is by no means the most important factor, it provides a useful comparative lens through which to examine the very different approaches of the British and Dutch to policy-making in this sensitive area.The issue of sex education is controversial in both the UK and The Netherlands, but while the political debate has been fierce in the UK it has been largely absent in The Netherlands. Our research used documentary sources and interviews to in

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Bartlett, Will. "International Assistance Programmes and the Reform of Vocational Education in the Western Balkans: Sources of Policy Failure." Southeastern Europe 37, no. 3 (2013): 330–48. http://dx.doi.org/10.1163/18763332-03703005.

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Over the last twenty years, numerous international assistance programmes have aimed to provide support for reconstruction and assist the policy reform process in the Western Balkans. In this context, concerns have arisen that poor government policies and inadequate donor coordination have reduced the effectiveness of such assistance. The paper discusses the sources of policy success and policy failure of such international assistance programmes within a principal-agent framework that models the influence of misaligned objectives, differing incentive structures, asymmetric information and moral

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Sutton, Lenford C., Jane A. Beese, and Tiffany Puckett. "Special Need Students in the Struggle for the Character of Schooling in America." International Journal of Educational Reform 26, no. 4 (2017): 273–89. http://dx.doi.org/10.1177/105678791702600402.

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One of the most contentious issues over American educational reform is government sponsorship of school vouchers and tax credits in elementary and secondary education. Voucher advocates have long believed that public schools have little interest in education reform which diminishes its monopolistic position in the public education enterprise which effectuates a system of escalating cost, inefficiencies, and unacceptable student performance. Also, they claim that in a nation historically devoted to free enterprise and equal education opportunity, the expansion of school choice opportunity is a

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Naimah, Naimah, Asnawi Abdullah, and Fahmi Ichwansyah. "SOCIODEMOGRAPHIC RELATIONSHIP AND HISTORY OF CONCOMITANT DISEASES WITH CORONARY HEART DISEASE IN ACEH PROVINCE (SECONDARY DATA RISKESDAS 2018)." Jukema (Jurnal Kesehatan Masyarakat Aceh) 7, no. 1 (2021): 82–90. http://dx.doi.org/10.37598/jukema.v7i1.1070.

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Background: Coronary Heart Disease (CHD) in Indonesia, especially Aceh Province, is the number one contributor to death at this time. The prevalence of CHD by province at the age ≥ 15 years was reported that Aceh ranks in the top two with the highest CHD provinces (D 0.7% and D/G 2.3%). This research needs to be analyzed further aimed to determine the determinants of CHD in Aceh Province because CHD in Indonesia is one of the main problems most noticed by the government. Various programs to anticipate and find solutions of health problems, especially CHD has beeen made for the good of the peop

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Світлана Кондратюк. "ESTABLISHMENT OF COMMERCIAL EDUCATION IN THE RIGHT BANK OF UKRAINE IN THE SECOND HALF OF THE XIX - EARLY XX CENTURY." Intermarum history policy culture, no. 8 (December 30, 2020): 161–88. http://dx.doi.org/10.35433/history.112010.

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caused by the integration of the domestic education system into the European space, so it is important to study and analyze the experience of formation and change of previous, pre-Soviet educational systems in Ukraine.The purpose of the study is to analyze the process of the formation of commercial education in the Right Bank of Ukraine in the post-reform period and to determine the factors that influenced its development.The research methodology is based on the application of the principles of scientificity, objectivity, historicism, and systematicity. The use of historical-systemic, function

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Kalinnikova Magnusson, Liya. "Education laboratories in 'education for all' in Russia: from Lenin to Putin." Revista Española de Educación Comparada, no. 39 (June 27, 2021): 81–102. http://dx.doi.org/10.5944/reec.39.2021.30829.

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Development of education for all is a symbolic nexus/chain of policy agenda reforms in education towards its accessibility for each societal member. In Russia, the formation of this agenda was rooted in strong Soviet ideological doctrine, based on egalitarian values and hegemony of proletarian humanism. Ideological response to the needs of industrialization in its primary policy agenda reforms, performed strong structural barriers to the basic right to education for children with disabilities in the public schooling system. The undertaken research appeals to the history of formation of educati

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Yue, Ai, Bin Tang, Yaojiang Shi, et al. "Rural education across China’s 40 years of reform: past successes and future challenges." China Agricultural Economic Review 10, no. 1 (2018): 93–118. http://dx.doi.org/10.1108/caer-11-2017-0222.

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Purpose The purpose of this paper is to describe the policy and trends in rural education in China over the past 40 years; and also discuss a number of challenges that are faced by China’s rural school system. Design/methodology/approach The authors use secondary data on policies and trends over the past 40 years for preschool, primary/junior high school, and high school. Findings The trends over the past 40 years in all areas of rural schooling have been continually upward and strong. While only a low share of rural children attended preschool in the 1980s, by 2014 more than 90 percent of rur

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Rivera, Joseph. "Religious Reasons and Public Reason: Recalibrating Ireland’s Benevolent Secularism." Review of European Studies 12, no. 1 (2020): 75. http://dx.doi.org/10.5539/res.v12n1p75.

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Liberal regimes in the West are not homogeneous in their application of secular principles. What kind of &ldquo;secular&rdquo; state a particular government promotes depends in large part on the strength and influence of the majority religion in that region. This article acknowledges the heuristic value of a recent threefold taxonomy of secularism: passive, assertive, and benevolent forms of secularism. I take issue with and challenge certain institutional privileges granted to the majority religion in one benevolently secular regime, the Republic of Ireland. I consider how benevolent

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Savchuk, B. P., and G. V. Bilavych. "Formation of the Education System of the Rusins in Lemkivshchyna During the Second World War: Scientific Discourse." Rusin, no. 62 (2020): 115–43. http://dx.doi.org/10.17223/18572685/62/7.

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The article suggests discussing the education system of the Rusins in Lemkivshchyna during WWII through the prism of scientific discourse. The authors show the specificity of socio-political and cultural development of the education system in the late 19th – the first half of the 20th centuries and describe the essence of the Nazi regime that established in Lemkivshchyna from September 1939 to 1944, within which Lemkivshchyna was part of the General Government – an administrative-territorial entity in Poland and Western Ukraine occupied by Nazi Germany. The focus is the local administrative st

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Yamada, Shoko. "Japanese educational aid in transition: between the aid coordination and unique model." Asian Education and Development Studies 3, no. 1 (2013): 76–94. http://dx.doi.org/10.1108/aeds-03-2013-0019.

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Purpose – The purpose of this paper is to untangle the domestic and international factors that have affected policy making and implementation of the Japanese Overseas Development Assistance (ODA), particularly in education, at different times in its history. Design/methodology/approach – The study is based on analysis of governmental policy documents and reports, minutes of ODA consultative meetings, and statistical data on Japanese financial and technical developmental assistance. The major methodology was discourse analysis of primary documents; secondary sources supplement this. Findings –

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Middleton, Sue. "Henri Lefebvre on education: Critique and pedagogy." Policy Futures in Education 15, no. 4 (2016): 410–26. http://dx.doi.org/10.1177/1478210316676001.

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The ‘spatial turn’ in education policy studies fuelled interest in Lefebvre’s work: initially, in his work Production of Space and, more recently, Rhythmanalysis and Right to the City. Yet, although in these texts Lefebvre critiques universities and schools and introduces original pedagogical concepts, their educational strands have attracted little attention. Lefebvre’s other works available in English have been largely overlooked in education literature. As France’s first Professor of Sociology, Lefebvre was passionately engaged with education: in particular, teaching, competing for governme

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McCLANAHAN, TIMOTHY, JAMIE DAVIES, and JOSEPH MAINA. "Factors influencing resource users and managers' perceptions towards marine protected area management in Kenya." Environmental Conservation 32, no. 1 (2005): 42–49. http://dx.doi.org/10.1017/s0376892904001791.

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Non-compliance with marine protected area (MPA) regulations is a problem worldwide, and this is being addressed through community programmes. Park service and fisheries department personnel, and fishers living adjacent to three parks were studied to determine their perceptions of MPAs. The hypotheses that positive perceptions towards the management of fisheries exclusion and gear-restricted areas would increase with the wealth, education, age and years of employment of the person, the history of community participation and the age of the MPA were tested. The strongest factor was employment, wi

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Khanal, Bishnu Prasad. "Impact of the COVID-19 in Tourism Industry in Nepal and Policy Recommendation." Journal of Tourism & Adventure 3, no. 1 (2020): 76–91. http://dx.doi.org/10.3126/jota.v3i1.31357.

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For the first time in history, almost all the domestic and international tourism destinations have restrictions for travel worldwide because of corona virus pandemic. Corona virus disease calls the COVID-19 pandemic is an ongoing problem in more than 210 countries in the world. The purpose of this study is to find the tourism impact of COVID-19 in Nepal and purpose recommendations for the preparation of evidence based policy and strategies for further development of the tourism industry in Nepal. Secondary data used in this study were obtained from the ministry of tourism in Nepal and other va

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RUDA, Oksana. "THE ROLE OF THE «MIZRACHI» POLITICAL PARTY IN THE DEVELOPMENT OF JEWISH PRIVATE SCHOOLING IN INTERWAR POLAND." Ukraine: Cultural Heritage, National Identity, Statehood 33 (2020): 69–80. http://dx.doi.org/10.33402/ukr.2020-33-69-80.

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The activity of the Jewish party «Mizrachi» in the 20s and the 30s of the 20th century, aimed at developing private Jewish schooling with Hebrew as the medium of instruction, is analyzed. In interwar Poland, Jewish students were deprived of the opportunity to receive primary education in public schools in the mother tongue as the medium of instruction, as government officials only partially implemented the Little Treaty of Versailles of 1919. The development of Jewish schooling was also complicated by the Polonization policy, the cultural and linguistic heterogeneity of Poland's Jews. Polish-s

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Silva, Viruli A. De, and Hemamali Palihakkara. "Towards A Model to Improve English Language Standards in Schools: Impact of Socio-Economic Factors of Stakeholders." English Language Teaching 13, no. 12 (2020): 43. http://dx.doi.org/10.5539/elt.v13n12p43.

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There is a dire need to enhance the English language standards in schools of developing countries using English as a second or Foreign language, due to its importance in employability and high-earning ability in the job market. Enhancing English language standards in schools is vital to improving the English language competence of school leavers and undergraduates to achieve an English language quality level as a nation, to produce diversified graduates of global quality, to address the unemployability problem in developing countries. Sri Lanka, with a rich history of a colonial era, is no exc

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Garcia, Amanda, Elisabeth A. Wilde, David Tate, et al. "787 OSA Risk is Associated with Number of White Matter Hyperintensities, But History of Mild TBI is Not: A LIMBIC-CENC Study." Sleep 44, Supplement_2 (2021): A307. http://dx.doi.org/10.1093/sleep/zsab072.784.

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Abstract Introduction Individuals with a history of mild traumatic brain injury (mTBI) have higher risk levels for obstructive sleep apnea (OSA). However, no studies have examined the association between OSA and white matter hyperintensities (WMHs) in this group. The purpose of this study is to explore the relationship between OSA risk, mTBI, and WMHs in a military cohort with a history of combat deployment. Methods Secondary analyses were conducted from a large clinical database of a multi-center, longitudinal study of current and former military personnel. Participants were included who had

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Čehajić, Mirza. "Serbian and Croatian great state policy and attitude towards Bosnia and Herzegovina on the example of History textbooks." Historijski pogledi 3, no. 4 (2020): 91–107. http://dx.doi.org/10.52259/historijskipogledi.2020.3.4.91.

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Textbook literature is not only an interesting object of research, but also a kind of mirror of the society that produces them. In a way, they represent the basic source of knowledge for students, and their content represents a certain type of absolute truth or canonized knowledge. This is especially true for history textbooks, which show students what memory state systems not only recommend but also determine. This means that such textbooks are a reflection of the official attitude towards the past, so they are one of the most powerful instruments of action on the collective consciousness of

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Oja, Mare. "Muutused hariduselus ja ajalooõpetuse areng Eesti iseseisvuse taastamise eel 1987–91 [Abstract: Changes in educational conditions and the development of teaching in history prior to the restoration of Estonia’s independence in 1987–1991]." Ajalooline Ajakiri. The Estonian Historical Journal, no. 3/4 (June 16, 2020): 365–401. http://dx.doi.org/10.12697/aa.2019.3-4.03.

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Educational conditions reflect society’s cultural traditions and political system, in turn affecting society’s development. The development of the younger generation is guided by way of education, for which reason working out educational policy requires the participation of society’s various interest groups. This article analyses changes in the teaching of history in the transitional period from the Soviet era to restored independent statehood. The development of subject content, the complicated role of the history teacher, the training of history teachers, and the start of the renewal o

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Kyei Edwards, Alexander, and Samuel Asare Amoah. "Deontological Perspective of the Free Secondary Education Policy in Ghana." World Journal of Educational Research 7, no. 1 (2020): p16. http://dx.doi.org/10.22158/wjer.v7n1p16.

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The Free Senior High School (aka. FSHS) policy of the Ghana government has attracted views from both critics and supporters. The objective for this investigation was to examine the deontological ethics of the FSHS educational policy leadership within the framework of utilitarianism-it is as a “duty” and for “public good”. Critics are questioning the policy leadership, intentionality, feasibility, and sustainability. Supporters are also defending the FSHS as a timely social intervention, for equitable access, and the ability of the national economy to afford by re-strategizing government priori

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Cep Kiki Kusumah. "12-Years Compulsory Education Policy and Education Participation Completeness:Evidence from Indonesia." Journal of Indonesia Sustainable Development Planning 2, no. 2 (2021): 187–201. http://dx.doi.org/10.46456/jisdep.v2i2.138.

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Indonesia is facing a problem with education outcomes, both in access and quality. To increase education access and participation, the President of Indonesia committed to implementing a 12-years compulsory education policy. As a result, upper secondary education’s completion rate has increased significantly in districts that implement 12-years compulsory education rather than in districts that did not implement it. Strategies attached to the policy also considerably affect the completion rate, except for providing community learning centers. However, in every model, the implementation of 12-ye

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Nadege, Muhimpundu, and Akimanizanye Annonciata. "Challenges to Education Policy in Rwanda: A review into preschool education." Advances in Social Sciences Research Journal 8, no. 5 (2021): 34–44. http://dx.doi.org/10.14738/assrj.85.9995.

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Although ,Rwanda has approved its Early Childhood Development (ECD) Policy and Strategic Plan in September 2011, the policy was established and implemented in different ways in early childhood education, yet preschool has a long way to go. Equally, having a focus on preschool education is the best investment that Rwanda can make to achieve other national goals such as, reducing maternal mortality, eliminating malnutrition and improving access to quality education. Empirical evidence gathered from secondary sources indicates that government has put more effort in improving quality of education.

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Shrestha, Kedar N. "Teacher Development and Management at Secondary Education in Nepal." Journal of Education and Research 1 (April 16, 2013): 41–50. http://dx.doi.org/10.3126/jer.v1i0.7950.

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Though the concept of teacher development was institutionalized in 1971, the policy of the government on this issue has not remained consistent. When the government started its own institutions to provide in-service training to teachers, the universities started losing the government support to improve their professional programs. As a result, the pre-service training programs gradually converted into academic and less professional program. ! ere are issues emerging in the effectiveness of the training and the concerns how to better shape the teacher education in Nepal. ! is paper discusses th

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Ardhana, I. ketut. "HISTORY EDUCATION IN BORDERLINE TERRITORY." Historia: Jurnal Pendidik dan Peneliti Sejarah 14, no. 1 (2016): 23. http://dx.doi.org/10.17509/historia.v14i1.1907.

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Indonesian government policies that emphasize economic growth and national stability, characterized by authoritarian and centralized government in the past, inflict a disparity in regional growth. The control of central government to the region, seems to disturb the sense of justice and the welfare of the people on the borderline territory which are considered retarded, isolated, and marginalized. Moreover, the increasing of smuggling, human trafficking, and terrorism has been disturbing the sense of historical awareness in relation to the issue of nationality. It started from reform era follo

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Campbell, Craig, and Lyndsay Connors. "Australian education policy from the 1970s: an autobiographical approach." History of Education Review 47, no. 2 (2018): 169–85. http://dx.doi.org/10.1108/her-12-2017-0032.

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Purpose The purpose of this paper is to illuminate the history of national education policy through an interview with one of its significant makers and critics, Lyndsay Connors, a former Australian Schools Commissioner. Design/methodology/approach The paper occurs as an interview. The text is based on a revised conversation held as an event of the Australian and New Zealand History of Education Conference held at the University of Canberra, on 26 September 2017. Findings Australian educational policy is peculiarly complex, and apparently “irrational”. This appears especially so in relation to

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BAILEY, C. R. "MUNICIPAL GOVERNMENT AND SECONDARY EDUCATION DURING THE EARLY FRENCH REVOLUTION: DID DECENTRALIZATION WORK?" French History 12, no. 1 (1998): 25–42. http://dx.doi.org/10.1093/fh/12.1.25.

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Bolívar, Antonio, María Jesús Gallego, María José León, and Purificación Pérez. "Education Policy Reform and Professional Identities: The Case of Secondary Education in Spain." education policy analysis archives 13 (November 23, 2005): 45. http://dx.doi.org/10.14507/epaa.v13n45.2005.

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The article analyses the effects of the large scale educational reform policies on teachers' professional identities, based on a review of the literature and data from a study we carried out. Professional identity crisis is placed within the broader framework of the modernity crisis. The story of this crisis (influences and causes) includes a description of the education reform of the 1990"s (LOGSE, Ley de Ordenación General del Sistema Educativo), the role played by teacher training in aggravating the problem, and the reasons secondary teachers have resisted educational change. In this framew

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Wirls, S. H. "The President, Foreign Policy, and Constitutional Government." OAH Magazine of History 11, no. 4 (1997): 16–20. http://dx.doi.org/10.1093/maghis/11.4.16.

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Mueller, J. W., and W. B. Schamel. "Immigration Patterns, Public Opinion, and Government Policy." OAH Magazine of History 4, no. 4 (1990): 33–38. http://dx.doi.org/10.1093/maghis/4.4.33.

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Jahan, Rounaq. "Universalisation of Secondary Education: Questions for Discussion and Debate." Social Change 49, no. 1 (2019): 144–53. http://dx.doi.org/10.1177/0049085718821768.

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The paper highlights key challenges facing the Government of India’s welcome initiative of Universalisation of Secondary Education. The challenges identified are in five areas: political will and social commitment, policy design and implementation, quality, inequality and governance. Five broad questions are raised for deliberation and debate. First, how adequate is the level of political will and social commitment to universalise secondary education? Second, how realistic and implementable are this designs of the recent initiatives announced by the Government of India? Third, are the planned

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Arnott, Margaret. "Governing Strategies and Education Policy: the SNP in Government, 2007–2016." Scottish Affairs 25, no. 1 (2016): 45–61. http://dx.doi.org/10.3366/scot.2016.0110.

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This article considers education policy under the SNP Governments from 2007–2016. It deals with aspects from primary, secondary and tertiary education. The main approach of the article is to examine the role of education policy within the broad context of SNP governing strategy. Education is treated as a key element of strategy throughout the policy period. The SNP's long-term strategic aim is independence for Scotland. The article examines ways in which governing strategy, and education policy in particular, were used by the SNP within the constraints of devolution during the period 2007–2016

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Osagie, Roseline O. "FACTORS AFFECTING THE IMPLEMENTATION OF VOCATIONAL AND TECHNICAL EDUCATION POLICY IN PRIVATE SECONDARY SCHOOLS IN EDO STATE." Sokoto Educational Review 16, no. 1 (2015): 12. http://dx.doi.org/10.35386/ser.v16i1.59.

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The government policy directive to secondary schools has been to diversify their programs to include vocational and technical education in the 6-3-3-4 system in order to make provision for students with varying aptitudes. This article explores the impact of this policy by examining some factors affecting the implementation of the policy in private secondary schools in Edo state. Subjects for the study were fifty (50) students, fifty (50) teachers and five (5) principals randomly drawn from five(5) private secondary schools in Edo State. The study utilized interviews, observations and a questio

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Nunik, Retno H., and Yuwanto. "Regional Autonomy Dynamics in The Reformation Era: Transitioning the Authority of Environment Policies in Central Java Province." E3S Web of Conferences 73 (2018): 09001. http://dx.doi.org/10.1051/e3sconf/20187309001.

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Based on Law 23 of 2014 on Regional Government, there is a change in the distribution of affairs in the management of education. Secondary education (SMA / SMK) previously administered by regency / municipality government based on the law is the authority of its management to switch to provincial government. This article will discuss how the process of execution of transfer of authority of secondary education from regency / municipality government to Central Java Provincial Government. Using qualitative research, this article will provide a critical analytical understanding of the transition p

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Megarrity, Lyndon. "Indigenous education in colonial Papua New Guinea: Australian government policy (1945‐1975)." History of Education Review 34, no. 2 (2005): 41–58. http://dx.doi.org/10.1108/08198691200500009.

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Crittenden, Brian. "Policy Directions for Australian Secondary Schools: A Critique of Some Prevalent Assumptions." Australian Journal of Education 32, no. 3 (1988): 287–310. http://dx.doi.org/10.1177/000494418803200305.

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During the past 15 years or so, there has been a flood of public reports on secondary education sponsored by the commonwealth or state governments. These reports give directions for policy making by government bodies and for changes in school practice. Although their influence varies and is difficult to gauge, they set a style of thinking which, in at least subtle ways, affects practice. Hence their main ideas need to be highlighted and critically assessed. This article identifies a number of questionable key assumptions on which many such reports concur: schooling as an instrument of economic

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Lestari, Asih Widi, Sri Suwitri, Endang Larasati, and Hardi Warsono. "The Multy Actors’s Role in Implementation Policy ProcessMulty Actors’s Role in Implementation Policy Process (Case Study in Policy of Compulsory Basic Education 12 Years at Kudus Regency, Central Java, Indonesia)." Journal of World Conference (JWC) 2, no. 2 (2020): 1–7. http://dx.doi.org/10.29138/prd.v2i2.178.

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Kudus Regency is one area that successfully implemented Policy of Compulsory Basic Education 12 years since 2010 even before the central government issued a Policy of Compulsory Basic Education 12 years. In implemented this policy, Kudus Regency Government based on the Kudus Regency Regulation Number 2/ 2010 about Basic Education 12 Years and Regulation of Minister Education and Culture Republic Indonesia Number 80/2013 about Universal Secondary Education (Basic Education 12 Years). The success of Kudus Regency in implementing compulsory basic education 12 years policy is depending on the role

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Schoone, Adrian. "Alternative education in Aotearoa New Zealand." New Zealand Annual Review of Education 26 (July 1, 2021): 109–15. http://dx.doi.org/10.26686/nzaroe.v26.6899.

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Secondary students who become disenfranchised from mainstream schools are directed to attend Alternative Education (AE) centres. AE was a grassroots’ initiative in the 1990s led by youth organisations, iwi, community social service agencies and churches to meet the education and pastoral needs of rangatahi. Due to the tenuous links held between AE and the mainstream system and with no government policy work occurring within the sector for the decade prior to 2009, the sector struggled for adequate resourcing and professional recognition. Through a poetic inquiry approach this paper explores th

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Gorostiaga, Jorge M., Clementina Acedo, and Susana E. Xifra. "Secondary Education in Argentina during the 1990s." education policy analysis archives 11 (May 29, 2003): 17. http://dx.doi.org/10.14507/epaa.v11n17.2003.

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The reform of secondary education has been a fundamental part of national educational policy in Argentina since the beginning of the 1990s. Along with the decentralization of responsibilities to provinces and a new structure of primary and secondary education, changes have affected the areas of curriculum design, teaching methods, teacher training, school management, and information and evaluation systems. This study describes the main policies on secondary education implemented during the last decade, including their objectives and rationales. Focusing on how the reform can be seen to relate

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Glasgow, Gregory Paul. "Secondary school English education in Asia: from policy to practice." Asian Studies Review 40, no. 3 (2016): 467–68. http://dx.doi.org/10.1080/10357823.2016.1148552.

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White, Michael A. "Community Colleges in Western Australia — Historical Accidents and Policy Dilemmas." Australian Journal of Education 30, no. 1 (1986): 92–106. http://dx.doi.org/10.1177/000494418603000106.

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This paper traces the establishment of Western Australia's three community colleges. Features of this development are significant government initiatives, historical accidents, and policy issues concerning the coordination, control, and future directions of new post-secondary institutions. All this is examined against a background of debates about the control and management of the state's system of technical and further education. The policy issues that are raised are similar to issues discussed in most Australian states, and invite speculation about the future shape of technical and further ed

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Marks, Gary N., Julie McMillan, and John Ainley. "Policy issues for Australia's education systems: Evidence from international and Australian research." education policy analysis archives 12 (April 20, 2004): 17. http://dx.doi.org/10.14507/epaa.v12n17.2004.

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Our purpose here is to discuss education policy issues in the context of empirical evidence. We note that many commonly held beliefs about Australian education such as, the relative performance and participation levels of Australian students; the importance of socioeconomic background on educational outcomes both relative to other countries and changes over-time; gender differences in mathematics and science; and the labour market situation of early school leavers; are not supported by empirical research. Such findings have implications for government policies. We also question current policy

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Zhou, Yilin, Hongbo Li, and Fakhar Shahzad. "Does College Education Promote Entrepreneurship Education in China?" SAGE Open 11, no. 3 (2021): 215824402110316. http://dx.doi.org/10.1177/21582440211031616.

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The Higher Education Expansion (HEE) policy implemented by the Chinese government in 1999 provides an exceptional opportunity to study the impact of university and college education (graduates) on entrepreneurship in China using an econometric approach. The study applied secondary data from the National Bureau of Statistics of China (NBS) to examine the role of entrepreneurship education on Chinese entrepreneurship intentions from 2005 to 2019. The study used fully modified ordinary least squares (FMOLS) and ordinary least squares (OLS) to estimate the long-run association between the variable

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Nelson, Adam R. "The Elementary and Secondary Education Act at Fifty: A Changing Federal Role in American Education." History of Education Quarterly 56, no. 2 (2016): 358–61. http://dx.doi.org/10.1111/hoeq.12186.

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For this first History of Education Quarterly Policy Forum, we invited participants in the special Plenary Session at the 2015 Annual Meeting of the History of Education Society (HES) in St Louis to publish their remarks on the historical significance of the Elementary and Secondary Education Act (ESEA) at fifty. Organized and introduced by HES vice-president and program chair Adam R. Nelson, the session consisted of presentations by three expert panelists from the fields of History and African American Studies, American Law and Politics, and Political Science and Public Policy: Crystal Sander

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Ochieng, Pamela Atieno. "REFORM AGENDA AND EDUCATIONAL POLICY IN KENYA: CIRCA 21st CENTURY." Problems of Education in the 21st Century 51, no. 1 (2013): 83–90. http://dx.doi.org/10.33225/pec/13.51.83.

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This study examined the reform Agenda and the educational policy in Kenya with regard to the secondary school sector in Eldoret municipality. The study was based on the social systems theory as advanced by Newstrom (1993). The research adopted an exploratory survey design. The target population was the principals in secondary schools, the student governing council, teachers and parents. The sample was selected using proportionate stratified random sampling and purposive sampling. Data was collected by use of questionnaires, interview schedules, and observation schedule. Descriptive statistics,

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Khan, Shakeel, Muhammad Hashim Khan, and Dur-e.-Nayab Gul. "Comparative Analysis of Education Policy Reforms of Khyber Pakhtunkhuwa (KP) Pakistan since 2008-18." Review of Education, Administration & LAW 3, no. 2 (2020): 165–73. http://dx.doi.org/10.47067/real.v3i2.50.

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The aim of this study is to compare the educational reforms of two governments in public sector schools within the Khyber Pakhtunkhwa (KPK) region and finds the difference in educational reforms between the government elected in 2008 and government elected in 2013 in KPK. The study uses quantitative approach and used secondary data which is collected from the Annual statistical Report issued from 2009 to 2015. This research explains relationship between independent variables and dependent variable through linear and multiple regression technique. The analysis shows that three independent varia

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Smith, Daniel William. "Differentiation and diversification in higher education: The case of private faith-based higher education in Manitoba." Canadian Journal of Higher Education 43, no. 1 (2013): 23–43. http://dx.doi.org/10.47678/cjhe.v43i1.2260.

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The central proposition of this article is that Manitoba’s faith-based higher education institutions have become more accepted by, and more closely integrated into, the mainstream post-secondary system in the province. Drawing on theoretical work explaining change in higher education systems, the article examines legislative and policy actions by government, public universities, and the faith-based institutions themselves that have increased the legitimacy of the private, faith-based institutions.

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Baron, Jon. "A Brief History of Evidence-Based Policy." ANNALS of the American Academy of Political and Social Science 678, no. 1 (2018): 40–50. http://dx.doi.org/10.1177/0002716218763128.

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This article provides a brief history of evidence-based policy, which it defines as encompassing (1) the application of rigorous research methods, particularly randomized controlled trials (RCTs), to build credible evidence about “what works” to improve the human condition; and (2) the use of such evidence to focus public and private resources on effective interventions. Evidence-based policy emerged first in medicine after World War II, and has made tremendous contributions to human health. In social policy, a few RCTs were conducted before 1980, but the number grew rapidly in U.S. welfare an

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Purwanta, Hieronymus. "Militaristic Discourse in Secondary Education History Textbooks during and after the Soeharto Era." Journal of Educational Media, Memory, and Society 9, no. 1 (2017): 36–57. http://dx.doi.org/10.3167/jemms.2017.090103.

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This study examines the year-to-year development of militaristic discourse in Indonesian secondary education history textbooks since 1975. Historical descriptions written since the fall of Soeharto’s military regime and its replacement by a civilian government in 1998 tend to emphasize Indonesia’s military history and pay little attention to its civilian leadership. To what degree did political change influence the production of historical discourse in recent textbooks in Indonesia? This article attempts to answer this question by applying Critical Discourse Analysis (CDA) to textual sources,

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