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Journal articles on the topic 'Evaluation of public educational policies'
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1
Yu, Seong Jong. "The Evaluation of Educational Policies about High School System Reform: Focusing on the Cases in Chungcheongbuk-do." Korean Journal of Policy Studies 7 (December 31, 1992): 113–24. http://dx.doi.org/10.52372/kjps07007.
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Much has been discussed, pursued, and insisted on the educational reform. The Final Report of the Presidential Commission for Educational Reform on December 12, 1987 is another important historical accomplishment. Education reform efforts in other major countries, such as the Final Report of the Temporary Educational Council published on August 7, 1987 in Japan, A Nation at Risk in U.S. on April, 1983, America 2000: The Education Strategy suggested by President Bush on April 1991 was full of suggestions that could be implemented here in Korea. In Early 1990s, a new, epoch-making educational policy, The Reform of High School Educational System, was suggested. The major goal of the policy was to readjust the proportion of general high school versus vocational high school.
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Oliveira, Claudius Vinicius Souza, Maria José de Pinho, and Rosilene Lagares. "Accountability e as avaliações em larga escala, desafios para a universalização do ensino." Revista Amazônida: Revista do Programa de Pós-Graduação em Educação da Universidade Federal do Amazonas 6, no. 01 (2021): 01–18. http://dx.doi.org/10.29280/rappge.v6i01.9320.
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The article aimed to research the implementation of accountability in basic education. Using large-scale evaluations, starting from the problem, that the system seeks positive results for ideological exploration not actually diagnosing the points that need improvement to achieve educational quality. Thus, the work was based on a qualitative approach, developed through bibliographic review studies and documentary research, in printed materials and search engines. The final considerations suggest evidence of exploitation of ideologically classified assessments, pleading the institutions and their protagonists, who achieve the goals to the detriment of those who need to accept public policies to contribute to educational universalization.
 Keywords: Accountability; Evaluation; Universalization; Educational Public Policies.
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ZUCATTO, Luis Carlos, Karine Cecilia Finatto BEGNINI, Nandria SCHERER, Rafaela Butzke GELOCH, and Estela Maris GIORDANI. "PUBLIC POLICIES FOR BASIC EDUCATION: A SYSTEMATIC LITERATURE REVIEW." Boletim de Conjuntura (BOCA) 16, no. 47 (2023): 199–220. https://doi.org/10.5281/zenodo.10183296.
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This article presents discussions of educational public policies and, in this sense, proposes to map and analyze scientific productions about public policies aimed at Brazilian basic education, from 1996 onwards. articles published in the Web of Science (SciELO Citation Index database) and Spell in July 2021, using "Public Policy" and "Basic Education" as descriptors. After applying the inclusion and exclusion criteria, to systematize the development of the systematic literature review, 47 articles were selected. Data analysis observed the premises of Content Analysis, with subsequent categorization. As a result, the predominance of three categories was identified in the studies: I) Permanence and inclusion of students in basic education; II) Qualification and teaching career in basic education and III) Evaluation of basic education. As the main theoretical contribution, the areas in which the studies are concentrated were identified, so that the importance of public educational policies was highlighted, and the continuous need for improvement and qualification of basic education in Brazil.
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Hong, Hee Gyung, Minhee Park, and Soyeon Kim. "Analysis of Public Value in High School Achievement Evaluation System -Focusing on Bozeman’s Public Value Failure Model-." Korea Society Of The Politics Of Education 32, no. 1 (2025): 99–129. https://doi.org/10.52183/kspe.2025.32.1.99.
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This study analyzes the introduction and postponement process of the high school achievement evaluation system using Bozeman’s public value failure model. The achievement evaluation system, which evaluates students’ academic achievement through absolute criteria, was considered essential for future education alongside the high school credit system, yet its planned 2025 implementation was ultimately canceled after several postponements. Using Bozeman’s six criteria, the analysis reveals distinct failure patterns across three periods. The first period (2011-2013) showed failure to share educational values with schools and insufficient teacher evaluation capacity. The second period (2013-2018) revealed policy inconsistency and equity concerns due to poor alignment with college admissions. The third period (2018-2023) saw educational innovation sustainability weakened by college admission fairness controversies. This study validates Bozeman’s model for educational policy analysis and recommends future policies balance forward-looking values with stakeholder engagement and phased implementation.
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Hinke Dobrochinski Candido, Helena. "A interface público-privada na governança educacional brasileira: Considerações a partir de uma análise subnacional." education policy analysis archives 26 (October 15, 2018): 131. http://dx.doi.org/10.14507/epaa.26.3604.
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This article investigates changes in the interference of the private sector in Brazilian public education, following the military dictatorship through today, focusing on evaluation policies that introduce data for education governance and results-based management. This research identifies changes related to educational policies and practices influenced by managerial models, showing the progressive disconnection of the public character from educational institutions. The political–educational context of the Brazilian state of Santa Catarina and its capital, Florianópolis, serves as the empirical case. Qualitative content analysis explores how ideas from the private sector have been integrated into Brazilian public education and how evaluation and the use of data according to the logic of that sector contribute to incorporating managerial practices into public education governance. Interviews with key actors in the field of education in Santa Catarina and Florianópolis reveal how the private sector influenced political developments in education. The analysis indicates that education governance in that context follows the principles of New Public Management, associated with public–private interactions, providing a specific type of rationality to the field of education.
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Yoo, Myunghyun, Se Min Yim, and Ji Hoon Song. "Performance Assessment of Educational Welfare Policy Using the CIPP Model." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 2 (2024): 257–71. http://dx.doi.org/10.22251/jlcci.2024.24.2.257.
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Objectives This study aims to assess the effectiveness of educational welfare projects and suggest strategies for enhancing educational welfare policies.
 Methods The study employed the CIPP (Context, Input, Process, Product) evaluation model to evaluate the op-erational procedures and outcomes of educational welfare projects.
 Results The evaluation covered various aspects, including local government support, schools, student involve-ment, public relations, networks, material and human resources, program planning and implementation, intra- and inter-school collaboration, program content, case management, network effectiveness, student progress, and overall satisfaction.
 Conclusions The study's findings offer a comprehensive insight into the performance and potential areas for en-hancement in educational welfare projects. The conclusions and recommendations provide essential insights for developing educational welfare policies.
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Egorov, A. A. "University Efficiency Evaluation Based on Educational Production Functions." University Management: Practice and Analysis 24, no. 4 (2020): 87–99. http://dx.doi.org/10.15826/umpa.2020.04.037.
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his paper analyses the educational production function (EPF), which is one of the main economic instruments for the analysis of university activities. This instrument describes the relationship between university performance and amount of available resources and forms the basis for calculating efficiency scores. In this paper we present the results of Russian universities’ efficiency analysis, as well as the results of cluster analysis based on university efficiency and performance scores. The results of our analysis suggest that efficiency is a key characteristic of a university’s activity and should be considered as an important indicator for elaborating public policies in higher education together with making decisions when distributing resources among educational organizations.
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Barragán Moreno, Sandra Patricia, and Eliacid Marcelo Escalante. "Educación inclusiva, perspectiva desde la evaluación." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 13, no. 2 (2022): 1–22. https://doi.org/10.37819/humanrev.v13i2.1122.
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This work aims to visualize the evolution of the evaluation of the level of academic student achievement in Colombian public policies from 1968 to 2020, considering the closing of social, economic, and educational gaps that enable peaceful coexistence, respect for human rights and genuine inclusion. A mixed methodology was used to identify the evaluation progression from a summative result to a training and meaningful approach, and the results are distant from the goals of public policies that seek to bring Colombian students closer to a better quality of life.
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Barragán Moreno, Sandra Patricia, and Eliacid Marcelo Escalante. "Educación inclusiva, perspectiva desde la evaluación." HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades 13, no. 2 (2022): 1–22. https://doi.org/10.37819/revhuman.v13i2.1122.
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This work aims to visualize the evolution of the evaluation of the level of academic student achievement in Colombian public policies from 1968 to 2020, considering the closing of social, economic, and educational gaps that enable peaceful coexistence, respect for human rights and genuine inclusion. A mixed methodology was used to identify the evaluation progression from a summative result to a training and meaningful approach, and the results are distant from the goals of public policies that seek to bring Colombian students closer to a better quality of life.
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Belfield, Clive R., and A. Brooks Bowden. "Using Resource and Cost Considerations to Support Educational Evaluation: Six Domains." Educational Researcher 48, no. 2 (2018): 120–27. http://dx.doi.org/10.3102/0013189x18814447.
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Cost, cost-effectiveness, and benefit-cost analysis are methods used by economists to evaluate public policies. Essentially, these methods rely on impact evaluations, that is, research studies of efficacy and effectiveness. However, in most research in education, these cost and impact evaluations are performed separately. This separation creates methodological deficiencies and undermines the contribution of educational research to decision making. In this article, we identify key domains of educational research evaluations that, we believe, would be enhanced if resource and cost analyses were integrated more directly. These domains relate to outcome specification, treatment contrast, implementation fidelity, the role of mediators, power of the test, and meta-analysis. For each domain, we provide a case study example of how these cost analyses can complement and augment current research practices in educational evaluation. More interaction between economists and education researchers would be beneficial for both groups.
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Silva, Polyana Tenório de Freitas e., and Luciano Menezes Bezerra Sampaio. "Student retention policies in higher education: reflections from a literature review for the Brazilian context." Revista de Administração Pública 56, no. 5 (2022): 603–31. http://dx.doi.org/10.1590/0034-761220220034x.
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Abstract Dropout in higher education is a matter of global interest, and several policies were created to encourage students to stay in universities. This article aimed to identify patterns of evaluation of student retention policies in higher education through a systematic literature review, selecting 39 documents from Scopus, Sage Journals, Web of Science, Google academic, and CAPES Periodicals. Regarding evaluation forms, the results indicated the predominance of analyses on the effects of policies on dropout. However, some studies evaluated students’ performance and time to graduation. Research works were mostly applied in public university environments, which indicates a scarcity of scientific production about private educational institutions. As for the formats of permanence policies, the literature pointed out four types of aid with different natures: financial, assistance, based on academic merit, and by criteria of students’ need/vulnerability. Based on the research, it was proposed that the evaluation of permanence policies should be threefold, considering permanence, performance, and time until graduation. Among the gaps in the literature, comparative studies between the types of policies were highlighted.
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Torres Hernández, Jorge Wilson. "Evaluation of Colombian educational quality: challenges and opportunities." Open Access Journal of Science 6, no. 1 (2023): 101–4. http://dx.doi.org/10.15406/oajs.2023.06.00199.
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This reflection article shows the processes that are being developed in Colombia to contribute in a relevant way to the evaluation of educational quality in state schools. Specifically, the processes of management of the quality of education within the public educational institutions of the country are addressed. Subsequently, the mechanisms that reinforce the processes of institutional communication through entrepreneurship and the achievement of transformations that consequently generate an educational phenomenon expressed in the expected results of improving the system and the quality of education that boys and girls yearn to receive are indicated. youth, as contemplated by the organizational and management policies promoted by the Ministry of National Education. Finally, some approaches to strengthening educational management and quality that could be significant in the Colombian context are presented.
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Cristina Schmidt Silva Portéro, Marjorie Cristina da Cruz Bernardino, and Vinicius Ruiz Albino de Freitas. "The Role of The Social Educator and The Search of Professionalism in Brazil." International Journal of Innovation Education and Research 7, no. 3 (2019): 129–40. http://dx.doi.org/10.31686/ijier.vol7.iss3.1360.
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It is proposed to study the learning and contribution of the social educator to human formation and its regulation as a professional of the educational area. It is a study of non-formal education and the role of the social educator, as well as its relationship with public educational policies and socio-cultural phenomena. They aim to present the historical order and evolution of the analysis of public policies and their emergence, as well as their importance not only in Brazil, but also for the world within the field of education. The discussions about the quality of education in Brazil raise questions about teacher education, financing, physical structure of the building, pedagogical practice, socioeconomic profile of the student and school management - elements considered determinants of the quality of education in a school unit. Within the framework of the discussions are the external evaluations as a way of qualifying the schools and the education systems in the country. It is based on the epistemological perspective on education. It is an exploratory and descriptive research, of qualitative approach, according to socio-cultural studies, evaluation of public policies; Analysis and description of actions of education. The aim is to verify the extent of public policies to promote dignity in social and ethnic minorities, at national level, in addition to their participation in the emancipation of the individual and the promotion of the quality of life and human dignity.
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Felisberto Costa, Matheus, and Rafael Rodrigo Mueller. "ACCOUNTABILITY, FLEXIBILIZAÇÃO E QUALIDADE TOTAL:." Poiésis - Revista do Programa de Pós-Graduação em Educação 17, no. 32 (2023): 391–409. http://dx.doi.org/10.59306/poiesis.v17e322023391-409.
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The text analyzes the influence of the concepts of accountability, flexibility and total quality on Brazilian educational policies and, mainly, on the National Common Curricular Base (BNCC) and the reform of Secondary Education. It is a bibliographical and documentary, qualitative research, whose theoretical-conceptual perspective is Historical-dialectical Materialism. A contextualization is carried out on the rise of neoliberal policies, New Public Management and managerialism and their consequences on educational policies, highlighting the large-scale evaluation policies issued since 1990. The presence of business sectors in the construction and implementation of the BNCC and the reform of Secondary Education, returning education to private corporate interests. Therefore, these educational policies express the hegemonic project of the social form of capital which seeks, once again, to adjust education to the interests of the market, under the logic of flexible pedagogy and the accountability of social beings for the results of their historical existence.
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DAVIDAI, SHAI, and ELDAR SHAFIR. "Are ‘nudges’ getting a fair shot? Joint versus separate evaluation." Behavioural Public Policy 4, no. 3 (2018): 273–91. http://dx.doi.org/10.1017/bpp.2018.9.
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AbstractThe most effective behavioral policies are often also the most contentious. Psychologically informed interventions that promote non-deliberative behaviors (‘nudges’) are often more effective than ‘traditional’ policies (like informational and educational campaigns) that target more deliberative processes. Yet, precisely because of their deliberative nature, people are often said to prefer the latter over the former. In contrast, we provide evidence that people's preferences regarding nudges are malleable and influenced by the method of evaluation – whether the policy alternatives are evaluated separately or jointly. We show that while people exhibit a strong preference for more traditional public policies in joint evaluation, this preference is significantly attenuated in separate evaluation. We find that people perceive nudges as less paternalistic when judged on their own merits, that they are more likely to endorse nudges in separate than in joint evaluation, and that, provided with relative effectiveness information, people are willing to endorse nudges even in joint evaluation. We discuss the implications of these findings for researchers, policy-makers, and the general public.
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Hou, Xinru. "Research on Equity Policies in Public Education for Learning DisabilitiesTaking China, America and Britain as Examples." Lecture Notes in Education Psychology and Public Media 69, no. 1 (2024): 8–14. http://dx.doi.org/10.54254/2753-7048/69/20240134.
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With the recovery and development of the global economy, the quality of life worldwide continues to improve, and the demand for public infrastructure such as medical care and education services is becoming more and more vigorous. Medical development and progress have made studying the brain and neurological fields more thorough, and learning disabilities have gradually entered the public eyesight. As a special group, people with learning disabilities are not widely accepted and recognized in the scope of public education. Thus, education must support the development of this virtue cycle through educational fairness policies, as it is a public resource. Based on the existing education policies on learning disabilities in China, the United States, and the United Kingdom, this paper analyzes these policies and puts forward education policy suggestions from four aspects: the education policy formulation system, the education collaborative service system, the education accountability evaluation system, and the education funding service system.Among China, the United Kingdom, and the United States, the first two are based on the improvement of basic policies, focusing on the construction of education collaborative services and education accountability evaluation systems, respectively. The latter focuses on the improvement of education policy.
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Pérez, Laura. "Bilingual Educative Gap: A Socioeconomic View." Germina 5, no. 5 (2023): 88–99. http://dx.doi.org/10.52948/germina.v5i5.888.
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Bilingual educational inequality in Colombia presents deficiencies around lack of infrastructure, resources, student permanence, among others. Therefore, the objective of this research was to analyze the differences between public and private education based on the results obtained in the Saber 11 tests, created by Colombian Institute for the Evaluation of Education (ICFES) in the area of English, in the last ten years (2010-2020) in Bogota and Medellin. This paper used mixed research as methodology, with a correlational method and a post-positivist paradigm employed in order to detect educational gaps and strategies to enhance bilingual competencies in the two educational sectors. The findings showed that public education has shortcomings in the performance of language skills as opposed to private academies and that the policies of the bilingualism plan policies should develop technological and innovative strategies that contribute to the optimization of the language level.
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Otok, Robert, Katarzyna Czabanowska, and Anders Foldspang. "Public health educational comprehensiveness: The strategic rationale in establishing networks among schools of public health." Scandinavian Journal of Public Health 45, no. 7 (2017): 720–22. http://dx.doi.org/10.1177/1403494817738498.
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The establishment and continuing development of a sufficient and competent public health workforce is fundamental for the planning, implementation, evaluation, effect and ethical validity of public health strategies and policies and, thus, for the development of the population’s health and the cost-effectiveness of health and public health systems and interventions. Professional public health strategy-making demands a background of a comprehensive multi-disciplinary curriculum including mutually, dynamically coherent competences – not least, competences in sociology and other behavioural sciences and their interaction with, for example, epidemiology, biostatistics, qualitative methods and health promotion and disease prevention. The size of schools and university departments of public health varies, and smaller entities may run into problems if seeking to meet the comprehensive curriculum challenge entirely by use of in-house resources. This commentary discusses the relevance and strength of establishing comprehensive curriculum development networks between schools and university departments of public health, as one means to meet the comprehensiveness challenge. This commentary attempts to consider a two-stage strategy to develop complete curricula at the bachelor and master’s as well as PhD levels.
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Sisto, Vicente. "La escuela abandonada a evaluaciones y estándares, confinada en el managerialismo." Praxis Educativa 15 (2020): 1–26. http://dx.doi.org/10.5212/praxeduc.v.15.15777.107.
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The New Public Management (NMP) educational policies promote decentralization and privatization, installing performance assessment instruments based on standards and results as a form of government. With this, educational action is defined and guided by indicators. Chile has been considered an emblematic case of these politics. This article analyzes the installation and strengthening of the logic of accountability based on standards as the axis of the State's educational action and how this type of policy responds to critical contexts. We carried out a pragmatic analysis of the five most relevant legal bodies promulgated between 2008 and 2020 in Chile and a descriptive analysis of the main educational policies implemented in the critical context of the COVID19 pandemic, considering the period between March 14 and May 10, 2020. The results show the consolidation of an educational policy that governs through evaluations and consequences, including the threat of school closure. The School is responsible for achieving results, regardless of social and economic conditions. In a context of crisis, the action of the State is reduced to weak supports, claiming the relevance of the evaluation with consequences as a form of government.
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Davila Cisneros, Juan Diego, Lolo Avellaneda Callirgos, Alfredo Ruitval Puican Carreño, Antony Mejia Manrique, and Celeste Bilbeth Rojas Torres. "Analysis of public policies for early childhood development and their relation to quality education." Minerva 6, no. 17 (2025): 71–81. https://doi.org/10.47460/minerva.v6i17.196.
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This study critically analyzes public policies aimed at early childhood development within the educational context, drawing on international trends and recent progress in Peru. Grounded in theoretical approaches to public policy and early childhood development, a qualitative and reflective methodology was employed, including documentary analysis of global reports, national policies, and relevant academic literature. The findings highlight significant international efforts and tangible advancements in Peru, particularly in programs focused on early education and child well-being. However, persistent challenges remain regarding equitable access, policy sustainability, and long-term governmental commitment. The study concludes that public policies are essential tools for strengthening early childhood education and emphasizes the need for ongoing evaluation, multisectoral coordination, and social participation to achieve comprehensive and sustainable development from the earliest years of life.
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Mabunda, Sikhumbuzo A., Blake Angell, Kenneth Yakubu, Andrea Durbach, and Rohina Joshi. "Reformulation and strengthening of return-of-service (ROS) schemes could change the narrative on global health workforce distribution and shortages in sub-Saharan Africa." Family Medicine and Community Health 8, no. 4 (2020): e000498. http://dx.doi.org/10.1136/fmch-2020-000498.
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Despite policies for addressing shortages and maldistribution of health professionals, sub-Saharan Africa continues to experience shortages and maldistribution of skilled health professionals. Policies such as return-of-service schemes or state-funded educational initiatives do not seem to be achieving their intended objectives, potentially due to poor design, implementation; and lack of monitoring and evaluation of the strategies. A focus by global health experts on strengthening and reformulating educational initiatives offers potential for producing, retaining and recruiting health professionals.
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Nami, Shamsi. "School-Based Policies in Iran." Modern Applied Science 10, no. 12 (2016): 90. http://dx.doi.org/10.5539/mas.v10n12p90.
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This paper aimed at examining school-based policies in Iran. School-based approach has been dominated educational systems of developed countries over the past four decades. Delegation of authority to lower levels, particularly to schools for decision making, implementation, monitoring, and evaluation is central to this approach. Efforts have been made to formulate, plan, and implement school-based policies and programs in Iran over a decade. This paper attempts to delve into the quality and quantity of these efforts by verifying and analyzing assertions and implications of Iran's 3rd, 4th, and 5th Development Plans, Theoretical foundations of fundamental Transition in Formal public Education in Islamic Republic of Iran (2011) and laws and regulations approved by Iran's Supreme Council of Education. The results indicated that although the above - mentioned documents and plans focused on the need for reforming structures and organizations, using non-governmental power and private capital, reducing government's tenure, encouraging stakeholders' participation, and favoring school independence, the quality and quantity powers assigned were incompatible with school- based assumptions. Delegation of authority was mainly centered around the decision making on how focused plans should be implemented. While many cooperative organizations have been established in schools through these policies and laws, these efforts are not based upon a comprehensive evaluation on which they can be judged. However, limited amount of evaluation has been carried out, but according to the experts' experiences and ideas, the intended goals has not been fully achieved.
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Stafylidis, Andreas, Antonios Vantarakis, Charalampos Stafylidis, Ioanna Karagkiozi, and Savvas Stafylidis. "Physical Education Teachers as Adults Trainers and their Perceptions of their Evaluation on Vocational Education and Training." Central European Journal of Sport Sciences and Medicine 46 (2024): 65–79. http://dx.doi.org/10.18276/cej.2024.2-06.
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Introduction: Educational systems and related evaluation policies tend to change and adapt to the demands of society all over the world. In Greece, the latest education policy includes the update and adaption of the educational curricula and the introduction of evaluation of teachers and adult trainers on vocational education and training (VET). The evaluation of teachers and trainers involved in the Public vocational training Institutes (VTI) and specifically in the Specialties of Sports’ Coach through an effective evaluation process could identify the strengths and weaknesses of the trainers and create professional development opportunities within their knowledge of content, pedagogy, and curriculum. Purpose: The purpose of this study was to investigate the perceptions of Physical Education Teachers who teach as Adult Trainers in public and private VTIs in the specialty of Sports Coach (e.g., Soccer Coach, Basketball Coach, Track and Field Coach, Tennis Coach, Strength and Conditioning Coach, AEROBICS Instructor), regarding their evaluation on VET. Methods: In this study, 102 participants (M = 44.9 ± 11.02 years old), 55 males (53.9%) and 47 females (46.1%) participated. A relevant questionnaire about Teachers’ Evaluation was adapted and used. Non-parametric statistical tests were applied and descriptive statistics were calculated for all variables. Results: The results showed different perceptions among some items of the questionnaire depending on the work institution - public / private VTIs (p ≤ 0.05), educational level (p ≤ 0.05) and teaching experience (p ≤ 0.05). Conclusions: These results underscore the complexity and variability in perceptions of educational evaluation. These findings suggest the importance of considering various factors, such as institutional type, teaching experience, and educational level, in the design and implementation of evaluation systems to ensure they are effective, equitable, and conducive to professional growth.
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Waters, Gisele A. "Critical Evaluation for Education Reform." education policy analysis archives 6 (November 3, 1998): 20. http://dx.doi.org/10.14507/epaa.v6n20.1998.
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The school reform movement has done little to provide an accurate analysis of the production of inequality or the reproduction of social injustice in the public schools or the larger social order. The ideology that influences this movement has often prevented the realization of any notion of an egalitarian ideal, the elimination of inequality, or the improvement of those who are least well-off. I ask educators and evaluators of education reform efforts to reconsider critically their roles in social science research, to reclaim the battleground of public school reform by focusing on the democratic purpose of public schooling, and the institutional problems in educational programs and practice that often inhibit action toward this ideal. The first part of this article includes an extensive argument explaining the "why" of critical evaluation. The theoretical literature on inquiry in science and social science, the ideology of critical theory, critical social psychology, and Freirean pedagogy are consulted as additional tools for augmenting the practice, policies, and responsibilities of evaluators in education. I review three contemporary perspectives of evaluation in order to begin rethinking the purposes and functions that evaluation serves in education. It also demonstrates how mainstream and contemporary evaluations can be used to serve a particular set of social and political values. The second part of this article begins a preliminary journey toward describing the "how" of critical evaluation. Critical evaluators can fight for social justice by combining the merit criteria of state and federal public education law, and the methods of an adversary oriented evaluation in order to transform educational environments that serve the future potentials of all children. Therefore education involves the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world (Freire, 1985).
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Puentes Castañeda, Jaime Andrei. "Reforma y evaluación: una propuesta de evaluación para las ciencias sociales desde la escuela colombiana." Voces y Silencios. Revista Latinoamericana de Educación 16, no. 1 (2025): 148–69. https://doi.org/10.18175/vys16.1.2025.8.
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In Colombia, as in many developing countries, assessment is part of the educational reforms that seek to achieve educational quality through the formulation of policies. These reforms have found in standardized and massified tests their most important representative, which is reflected in a generalized increase of studies based on transnational learning assessments (PISA, TIMSS, PIRLS, LLECE, etc.) that allow making comparisons and classifications in cognitive terms and, ultimately, short and long term educational policy orientations. Given the above context and following Williams and Cummings (2005), it is proposed to affirm that reform policies in the field of assessment should not be limited only to the orientations of international institutions and transnational measurements, but should also include the pedagogical proposals of different actors with the capacity to influence the agenda, among them teachers. The pedagogical practice of teachers, understood as agents that can influence the formulation and implementation of educational public policies, opens a path for reflection on how, through peace education projects, Colombian schools propose classroom evaluation alternatives for the social sciences.
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Valente, José Armando, and Maria Elizabeth Bianconcini de Almeida. "Políticas de tecnologia na educação no Brasil: Visão histórica e lições aprendidas." education policy analysis archives 28 (June 22, 2020): 94. http://dx.doi.org/10.14507/epaa.28.4295.
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Brazilian initiatives aimed at the insertion of information and communication technologies (ICT) in K-12 education took their first steps in the 1970s, when several countries focused their efforts on the use of ICT in the educational context. Since the early 1980s, a number of public policies have been created that have given rise to various projects and programs developed at the national level. The objective of the article is to analyze these policies using the Four in Balance model resignified for the Brazilian reality. The methodology is based on a study of documents. The EDUCOM Project, the Immediate Action Program in Informatics in Education, and the national programs, PRONINFE and ProInfo, were analyzed. The results show that these projects and programs did not always balance the axes of vision, teacher and manager training, digital educational resources and infrastructure, and cross-curricular evaluation and research. From this analysis it was possible to highlight some lessons and suggestions for future public policies related to the implementation of technologies in education.
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Adewole, IGE, Nelson, and Ismail Muheeden Abiodun. "IMPACT OF EDUCATIONAL FUNDING POLICIES ON RESOURCE ALLOCATION AND STUDENT OUTCOME IN SENIOR SECONDARY SCHOOLS IN BADAGRY LOCAL GOVERNMENT AREA, LAGOS STATE, NIGERIA." Lagos Journal of Contemporary Studies in Education 2, no. 03 (2024): 395–410. https://doi.org/10.36349/lajocse.2024.v02i03.026.
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The researchers investigated the influence of educational funding policies on resource allocation and student outcomes in Nigeria. A descriptive survey design was employed, and data collection involved 200 public senior secondary school students randomly selected with 50 participants from each of the 5 purposively selected public senior secondary schools in Badagry Local Government Area of Lagos State. A self-designed questionnaire, the Educational Funding Policies, Resource Allocation, and Student Outcome Questionnaire (EFPRASOQ) was developed to gather data, and its content and construct validity was ensured through expert review. The questionnaire also demonstrated high reliability with Cronbach’s Alpha score of 0.874. Simple percentage and Chi-square statistical tools were used to examine relationships between variables with the aid of IBM SPSS 26.0. The study revealed that there is a significant impact of educational funding policies on resource allocation and student outcome in Nigeria; there is a significant effect of the distribution of educational resources among schools and within the study areas on how different funding sources are sourced and there is a significant influence of resource allocation on student achievement, retention, and equity in the Nigerian education system in Badagry Local Government Area. The study concluded that inefficient resource allocation and funding have resulted in resource limitations and inequitable distribution of disparity in the quality of education offered within the study area. The study recommended that the government increase funding for education, enhance transparency and accountability in resource allocation, strengthen monitoring and evaluation mechanisms, and involve stakeholders in policy formulation and implementation. educational resources, creating a disparity in the quality of education offered within the study area. The study recommended that the government increase funding for education, enhance transparency and accountability in resource allocation, strengthen monitoring and evaluation mechanisms, and involve stakeholders in policy formulation and implementation.
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Slider, Alisson, Maria Beatriz, and Thiago Tavares. "New Public Management and the Centralization of Educational Assessment Policy in Brazil: The Impact of the COVID-19 Pandemic in the Educational Field." European Journal of Educational Management 5, no. 1 (2022): 15–22. http://dx.doi.org/10.12973/eujem.5.1.15.
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<p style="text-align: justify;">This text aims to analyze the conditionalities of the New Public Management for the educational assessment policy in Brazil and the deepening of educational inequality with the outbreak of the Coronavirus disease (COVID-19) pandemic. Certainly, within the trajectory of educational policies, Brazil has a clear relationship with the conservative way in which the State and society were shaped. In the current scenario of the New Public Management, the new educational policy dictates an economic logic in the pedagogical factor, which uses business management methods for results, transforming it as a solution to measure the quality of teaching, for which it uses evaluation mechanisms. Aspects linked to the New Public Management such as efficiency, efficacy and effectiveness permeate the rationality of educational policy and, consequently, of the evaluative logic. Indeed, the centrality of the assessment conditioned the logic of curriculum standardization. These curriculum guidance indicators denote training based on skills and abilities that contribute to training that meets market demands.</p>
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Folha De Araújo Oliveira, Mirian. "CONDITIONERS OF DEMOCRATIC MANAGEMENT IN PUBLIC BASIC EDUCATION SCHOOLS." Revista Gênero e Interdisciplinaridade 5, no. 03 (2024): 161–81. http://dx.doi.org/10.51249/gei.v5i03.2072.
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This article is the result of a Doctoral Thesis in education whose object of study was to analyze institutional evaluation as a mechanism that enhances democratic management, investigating resonances of this relationship in public basic education schools. One of the paths was the identification of factors that have acted as conditions for democratic management. One of the conditions for the democratic management of public schools concerns management reforms, implemented in Brazil in recent decades, influenced by the neoliberal model of public administration. The second condition refers to the formation of educational policy discourse, which has been influenced by global and international networks in the process of formulating national policies, especially multilateral agencies that offer sponsorship for the implementation of certain national policies. A bibliographical research pointed out similar difficulties in different regions of Brazil regarding the limitations of implementing Democratic Management, highlighting the need to break with clientelistic and authoritarian management practices.
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Cantos-Amendaño, Danilo Augusto. "Educación física desde una perspectiva pedagógica integral [Physical education from a comprehensive pedagogical perspective]." Revista Transcendencia Investigativa (RTI) 2, no. 2 (2025): 1–10. https://doi.org/10.62574/q0cgxv83.
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The research objective was to analyse physical education from a comprehensive pedagogical perspective. The methodological work was descriptive-documentary in nature in the review of 16 scientific articles. It is concluded that the integration of the five categories: i) pedagogical models and strategies that promote didactic innovation; ii) policies and regulations that frame and condition educational practice; iii) interventions and practices that promote physical activity in the school environment; iv) impacts and benefits that demonstrate the transformative value of this discipline; v) evaluation and quality assurance mechanisms; would contribute to the transformation of educational practice, based on coordinated action between the various actors in the educational system. Because the evidence gathered suggests that the consolidation of a comprehensive physical education depends on the capacity to innovate in teaching processes and adapt public policies to local realities.
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Malloy, Jake. "Entangled educator evaluation apparatuses: Contextual influences on new policies." education policy analysis archives 28 (April 13, 2020): 60. http://dx.doi.org/10.14507/epaa.28.5016.
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Drawing on an actor-network articulation of evaluation theory, this article examines the Wisconsin Department of Public Instruction’s transition from a punitive teacher evaluation model to a promising new development and support model, which focuses on teacher growth and environmental adjustments. Supported by dozens of interviews and observations of teachers, school and district administrators, support staff, and regional and state education organization employees, the article explains how material, discursive, and affective entanglements within and outside the evaluation apparatus constrained the realization of the new growth model of teacher evaluation. Actor-network evaluation provides a new articulation of evaluation contextualization that provides insight into why some promising changes may run out of steam.
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Valladares, Liliana. "El uso de la información en los procesos de políticas: Tensiones epistemológicas y del contexto decisional en la Política Nacional de Evaluación de la Educación en México." education policy analysis archives 27 (February 18, 2019): 13. http://dx.doi.org/10.14507/epaa.27.3228.
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One of the objectives of the National Policy for Educational Evaluation in Mexico (PNEE) is to support the design of educational policies based on the information provided by the evaluation results. This paper argues that the use of information in policy processes is undergoing a strong debate about the role of knowledge in public decisions. This debate is addressed through the description of five tensions that are presented in the epistemological and decisional dimensions associated with the policy cycle. It is proposed that the analysis and reflection around these tensions can enrich the understanding of the evidence-based policy approach and contribute, with new theoretical elements, to the design of the actions and measures proposed by
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De Oliveira, Breynner Ricardo, and Maria Tereza Da Silva Pena. "Avaliações externas e o Índice de Desenvolvimento da Educação Básica no contexto da Nova Gestão Pública: Uma análise do programa Escola de Gestores na Universidade Federal de Ouro Preto sob a perspectiva dos agentes de base em educação." education policy analysis archives 26 (October 15, 2018): 133. http://dx.doi.org/10.14507/epaa.26.3697.
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This article analyzes the perceptions of teachers attended by the Programa Escola de Gestores at the Federal University of Ouro Preto in relation to external evaluations and the Index of Basic Education Development (Ideb). Teachers and members of the school management team are the grassroots public agents who translate and implement the public policies designed at the strategic level by the various governments. For Ideb, understanding how these subjects act and how they think is important in order to uncover how external evaluations have been processed in schools and what possible outcomes are produced there. The literature reveals that this indicator has promoted changes in daily school dynamics and at the level of education departments, often driven by accountability actions in a context of public policies of a managerial state. Sixteen interviews were conducted in eight public schools with the management team in the municipalities of Mariana, Ouro Preto, João Monlevade and Itabira (Minas Gerais). The analysis revealed that the external evaluations and Ideb have an inductive effect on the school, promoting the teachers' connection with the pedagogical project, increasing the number of pedagogical meetings and a concern with curricular planning. Interviews also revealed that such movements depend on the profile of school leaders. The involvement of the management teams is a central aspect for the professionals who work in them to commit to this process. On the other hand, the interviews showed that Ideb has become a regulatory instrument for educational evaluation policies, aimed at measuring results, which contributes to the generation of malaise between professionals and schools, revealing subtle and naturalized practices of accountability.
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Straubhaar, Rolf. "The “power” of value-added thinking: Exploring the implementation of high-stakes teacher accountability policies in Rio de Janeiro." education policy analysis archives 25 (August 21, 2017): 91. http://dx.doi.org/10.14507/epaa.25.3034.
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The purpose of this article is to ethnographically document the market-based ideological assumptions of Rio de Janeiro’s educational policymakers, and the ways in which those assumptions have informed these policymakers’ decision to implement value-added modeling-based teacher evaluation policies. Drawing on the anthropological literature on meaning making (Anderson-Levitt, 2012), the focus of this study is on the common understandings and ideological assumptions regarding “good” teacher education practice that undergird the policymaking decisions of Rio de Janeiro’s public education policymakers. On the basis of ethnographic interviews, I argue that the then-current Secretariat of Education in Rio was run primarily by people whose backgrounds in business and administration heavily influenced their ideological assumptions about good educational management. I further explore the ways in which Rio’s implementation of value-added modeling and high-stakes accountability-based teacher evaluation mechanisms reflects these latent ideological trends.
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Workman, Jane E., and Cathryn M. Studak. "Use of the Means/Ends Test to Evaluate Public School Dress-Code Policies." Educational Policy 22, no. 2 (2008): 295–326. http://dx.doi.org/10.1177/0895904806289208.
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The purpose of this article is to explain how a means/ends test can be adapted for the school environment. Public school officials can use a means/ends test to document an analysis of whether dress-code policies will be effective in diminishing risks to the health, safety, or morality of the school population. Elements of policy evaluation—ends, means, and relations—and four main sources of information—authority, statistical or observational analysis, deduction, and sensitivity analysis—were used to illustrate how to analyze dress-code policies. Five components of good policy analysis—validity, usefulness, feasibility, originality, and importance—framed an evaluation of this approach.
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Mousavi, Seyedesmaeil, Zakiya Abbasi, Leila Izadi, Maryam Ghasemi, and Rahimُ Ssafari. "Evaluation of Privatization Policies in Public Higher Education: A Case Study of Iranian Higher Education." Quarterly Journal of Research and Planning in Higher Education 31, no. 1 (2025): 77–113. https://doi.org/10.61838/kman.irphe.31.1.5.
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This article, focusing on establishing and expanding autonomous university campuses as a policy tool, evaluates the privatization policies of public higher education in Iran. This study, using a qualitative, process-based research method, analyzes the design and implementation of this policy based on the policy cycle model and policy feedback theory. The findings reveal that the policy of establishing autonomous campuses has not been as successful as expected in achieving its primary objectives, including the internationalization of higher education, expanding access, and increasing student enrollment to meet social and scientific needs. This research examines the resource, interpretive, and institutional impacts of this policy and its socio-political, financial, and executive feedback mechanisms. The resource, interpretive, and institutional impacts include promoting market logic in public universities, encouraging universities to find new financial resources, and creating contradictions in the policy-making and implementation of higher education privatization. The socio-political feedback mechanism focuses on the deviation of campuses from their primary mission, the financial feedback mechanism highlights universities' need for diverse financial resources, and the administrative feedback mechanism points to the lack of adequate oversight of these campuses. The article concludes that while the privatization of public higher education through autonomous campuses has had some positive effects, such as diversifying university financial resources, it has also led to concerns about equity and quality of education. This research suggests that future privatization policies in higher education should be carefully designed and implemented, with adequate oversight, to balance financial sustainability and the maintenance of educational standards. Furthermore, in developing privatization policies in public higher education, all social classes should be guaranteed equal access to higher education. Based on the findings, three scenarios are proposed for the future of autonomous campuses: maintaining the status quo, merging with parent universities, or shifting towards specific missions.
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Zhang, Shujie, and Songting Yang. "Quantitative Evaluation and Empirical Analysis of Educational Policies for Ethnic Minorities in Border Areas Based on the PMC Index Model." Wireless Communications and Mobile Computing 2022 (August 27, 2022): 1–10. http://dx.doi.org/10.1155/2022/4602586.
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China is a multiethnic country, and the border areas are the gathering places of ethnic minorities. Strengthening the ethnic unity education in the border areas is an important measure to maintain the social stability and national security in the border areas of China. Colleges and universities in the border areas are the cradle of cultivating outstanding ethnic minority cadres, and colleges and universities in the border areas shoulder an important historical mission. In recent years, many domestic experts and scholars began to try to use the PMC index model for policy evaluation. Chinese scholars also have a deeper understanding of the standards of policy evaluation and put forward policy evaluation standards that are more in line with the actual needs of China’s public policy evaluation research. This paper takes the education policy text of the border ethnic minorities as the research object, takes the policy evaluation as the research perspective, constructs the transformation policy text evaluation model according to Ruiz Estrada’s PMC index model construction method, defines the calculation method and rating method, draws the PMC surface of each sample, and makes a comparative analysis of the PMC index. According to the comparative analysis results of PMC index and the scanning results of policy text, this paper puts forward three optimization strategies for the education policy of border ethnic minorities.
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Díaz Mejía, María del Carmen. "POLÍTICA PÚBLICA FOCALIZADA EN EL PROFESORADO, EFECTOS EN LA UNIVERSIDAD AUTÓNOMA DE QUERÉTARO." Digital Ciencia@UAQRO 16, no. 1 (2023): 55–68. https://doi.org/10.61820/dcuaq.2395-8847.v16n1.1294.
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Improving educational quality is one of the main purposesof public educational policies, some of them are focused onteacher staff. Teacher policies guide the training and functions,as well, they established hiring and evaluation processes.In order to know the historical impact of teacherpolicies in full-time professors at the Universidad Autónomade Querétaro, a multi-referenced exploratory researchwas designed to show in three moments: years 2000, 2010and 2020, the modification of ‘academic ability’ analyticalcategory integrated by the indicators: full-time professorschooling level, the recognition as ‘desirable’ professor,granted by the Program for Professional Teaching Development,and ‘distinction’ as member of the National ResearchersSystem. The results show a sustained increase inacademic ability indicators, and their highly heterogeneous distribution among the thirteen Faculties on the UniversidadAutónoma de Querétaro. It is theorized that: in Facultieswith great achievements, they have self-reaffirmingstructures set up by their professors who embody lastingways of being and valuing, based on symbolic and materialgoods, and the rules of the game established by public policiesfocused on teaching staff; as well, based on epistemic,theory and practical structures from the disciplinary fieldthey cultivate.
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Yussupova, D. "TIME FOR COLLABORATION: THE ROLE OF PUBLIC-PRIVATE PARTNERSHIP IN INCLUSIVE EDUCATION." Scientific heritage, no. 100 (November 3, 2022): 28–33. https://doi.org/10.5281/zenodo.7275894.
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The article is devoted to the analysis of the role of public-private partnership in the sphere of education, in particular, in the inclusive education. The authors emphasized various approaches to the definition of the concept of public-private partnership (PPP), its advantages in realization of projects related to educational sectors. A key condition for the development of PPPs in education is the reduction of the budgetary capacity of the state, with increasing demand for the availability and quality of educational services. State program for the development of education and science for 2020-2025 of the Republic of Kazakhstan was taken into consideration to show the importance of PPPs in educational policy. The article reviewed the forms and mechanisms of public-private partnerships used in inclusive education, and considered possible challenges and risks in quality assurance and financial management. Moreover, cost-effectiveness criteria for financing inclusive education, long evaluation of “slow capital” of educational policies and its results and demand for more data collection can cause difficulties for the effective realization of PPP projects in education. The need for further research work is highlighted as part of a more detailed study of the institutional environment for the implementation of public-private partnerships in an inclusive system.
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Sánchez-Santamaría, José, and Javela Mery Morales. "Possibilities and challenges in public policy for educational equity in Colombia from the Agenda 2030. «Todos Aprender» program." Foro de Educación 21, no. 1 (2024): 25–47. https://doi.org/10.14516/fde.1085.
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Equity is a priority for the development of education policies in Latin America and the Caribbean, whose intention is to contribute to the construction of fairer and more democratic societies in line with the 2030 Agenda. Tracing the path followed by national education policies, in terms of opportunities and challenges, has inspired this paper whose aim is to pinpoint the context and evolution of Colombia’s ‘Todos Aprender’ program (PTA) from an equity perspective. Using a public policy analysis methodology based on documentary review and scientific credibility criteria, the analytical hypothesis is that PTA, without being a public policy, has become a <em>de facto</em> public policy with an impact on improving the quality of learning of preschool and elementary school students. According to the following questions of analysis: What has been the meaning and context of PTA’s evolution? What actors have been involved in PTA during its years of implementation? What has been their role in terms of positions, interests, and tensions? PTA has attempted to provide institutional responses to the lack of quality and equity in education, with changing priorities depending on each political moment. Thus, PTA represents an adaptable reference with pedagogical power from public policy to promote preschool and elementary education in the face of the educational challenges of the 2030 Agenda, promoting actions in teacher training, educational innovation and research, and formative evaluation to promote successful learning for all.
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Kwak, Myunghwan, Byeong-Je Kim, and Ji-Bum Chung. "Serious Game Development for Public Health: Participatory Design Approach to COVID-19 Quarantine Policy Education." JMIR Serious Games 12 (October 15, 2024): e54968-e54968. http://dx.doi.org/10.2196/54968.
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Abstract Background Public health education plays a crucial role in effectively addressing infectious diseases such as COVID-19. However, existing educational materials often provide only foundational information, and traditional group education faces challenges due to social distancing policies. Objective Addressing these gaps, our study introduces a serious game called “Flattening the Curve.” This interactive experience immerses learners in the role of quarantine policy managers, offering unique insights into the effects and challenges of social distancing policies. Methods The development of the game adhered to the SERES framework, ensuring a scientifically designed foundation. To achieve its learning objectives, the game incorporated learning and game mechanics including an agent-based infection model, a social distancing policy model, and an economic model, which were developed based on previous literature. After defining a broad concept of scientific and design foundations, we used a participatory design process. This study included 16 undergraduates and took place over one semester. Participants played the game, gave feedback, and answered surveys. The game was improved based on participants’ feedback throughout the process. Participants’ feedback was analyzed based on the Design, Play, and Experience framework. Surveys were conducted before and after the activity and analyzed to assess participants’ evaluation of and satisfaction with the game. Results The game successfully achieved its learning objectives, encompassing a comprehensive understanding of infectious disease characteristics; the disease transmission process; the necessity and efficacy of quarantine policies and their delicate balance with economic factors; and the concept of flattening the curve. To achieve this, the game includes the following: (1) an agent-based infection model based on the modified Susceptible-Exposed-Infectious-Hospitalized-Recovered (SEIHR) model with five infectious disease scenarios; (2) a quarantine policy model with social distancing, travel control, and intensive care unit management; and (3) an economic model that allows users to consider the impact of quarantine policies on a community’s economy. In response to participatory design feedback, the game underwent meticulous modifications, including refining game systems, parameters, design elements, the user interface, and interactions. Key feedback included requests for more scenarios and engaging yet simple game elements, as well as suggestions for improving the scoring system and design features. Notably, concerns about the fairness of the outcome evaluation system (star rating system), which could incentivize prioritizing economic activity over minimizing casualties, were raised and addressed by replacing the star rating system with a progress-based vaccine development system. Quantitative evaluation results reflect participants’ positive assessments of the game through the learner-centric approach. Conclusions The serious game “Flattening the Curve,” developed through a participatory design approach, emerges as a valuable tool for public health education, particularly concerning social distancing policies. The game and its source code are openly accessible online, enabling widespread use for research and educational purposes.
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Halpern, Diane F. "Assessing Student Outcomes for Psychology Majors." Teaching of Psychology 15, no. 4 (1988): 181–86. http://dx.doi.org/10.1207/s15328023top1504_1.
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Numerous state legislatures, accrediting agencies, and public interest groups now require postsecondary institutions to produce evidence that they are providing a quality education for their students. One quality indicator is a measure of the “value added” to the cognitive development of students by the educational program. This approach emphasizes the educational gains made by students in each academic major and from the general education portion of their degree. Psychology departments are often expected to take the lead in assessing educational outcomes because learning assessments are a natural outgrowth of several fields of concentration in psychology–human learning, adult development, psychometrics, and program evaluation. When outcomes are used to improve psychology curricula or departmental policies, they become a powerful tool for improving teaching and learning.
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Rosyidi and Muhammad Syaifudin. "STUDI ANALISIS PENELITIAN KEBIJAKAN PENDIDIKAN." Al-Mujahidah 5, no. 1 (2024): 14–20. http://dx.doi.org/10.51806/al-mujahidah.v5i1.122.
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Education today has become an integral part of the public sphere. For example, how the government created and implemented the National Examination (UN) policy and then turned it into a Computer-Based National Assessment (ANBK) activity, an evaluation program organized by the Ministry of Education and Culture. This evaluation program is intended to improve the quality of education by photographing the input, process and output of learning in all educational units. This policy has advantages and disadvantages. This means that the national exam is not only a concern for certain people or groups, but also a concern for Indonesian society as a whole, therefore a new policy has emerged, namely the Computer-Based National Assessment (ANBK). The aim of writing this journal is to examine educational policy research so that it can be used as a consideration in making educational policies in the future. Meanwhile, the writing method in this journal uses the library method, where the study sources come from literature that discusses education policy research
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Gomes Duarte Gomide dos Santos, Igor. "Educational Incompatibility: The Necessary Interdisciplinarity of Overeducation." Journal of World Science 1, no. 12 (2022): 1233–45. http://dx.doi.org/10.58344/jws.v1i12.171.
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Introduction: the fragility of academic discussions about overeducation is often limited to the scope and macroeconomic consequences of these discussions, ignoring the social, anthropological, political, and educational aspects of education. This study aims to find out and analyze how important education must take precedence. Method: This study uses a qualitative descriptive method with the type of library research (Library Research). Publications were searched in four scientific databases: Scielo, Thesis and Dissertation Digital Library (BTD), Portugal Scientific Open Access Repository (RCAAP), and DIALnet. Results: The development of academic research on educational dissonance recapitulated, placed its findings within the scope of economics, and demonstrated that, to date, economics has remained the main driving force of study in the field. Interdisciplinary tools are essential for dealing with the integrality of the problem of over-education in order to propose viable solutions. Conclusion: Now, if the solutions found so far in economics are not feasible (given the obvious contradictions of reality), it is necessary to overcome educational incompatibility from an interdisciplinary prism, which results in points such as the formulation and evaluation of public policies.
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Burwa, U. M., R. Muhammad, and I. S. Abubakar. "Policy Formulation and Implementation at Secondary Level of Education in Nigeria: Challenges and Way Forward." Zamfara International Journal of Education 3, no. 4 (2023): 112–18. https://doi.org/10.5281/zenodo.10072880.
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Secondary school level education in Nigeria as enshrined in the national policy on education shall make contributions to national development in the Provision of trained manpower in the applied science, technology and commerce at sub-professional grades. This paper reviewed issues such as, Scope and Purpose of Secondary School level of Education in Nigeria's Context, Features of Policy in Education, Sources of Education Policy, Types of Education Policy, Importance of Education Policy, Policy making process, The National Policy on Education, Policy Implementation, Purpose of Policy evaluation, Criteria for evaluating Public Policy, Characteristics of a good education Policy, A brief history of education policies formulation and implementation in Nigeria, and Problems of Policy Implementation in secondary Education in Nigeria<strong>, </strong>were discussed,<strong> </strong>The paper concludes that, the failure of educational policies in Nigeria has been traced to poor monitoring and implementation of educational policies the secondary education as enshrined in the national policy on education has stipulated specific goals and objectives which can only be achieved through implementation and evaluation via effective management. The goal attainment may be viewed as a destination, where management represents the vehicle, leadership style represents the fuel and people (government and school administrators) are the (drivers) implementers. It was recommended, Governments should ensure continuity in the implementation of education policies before embarking of formulating new ones More effort should be put to carve the menace of corruption in the implementation of education policies and finally, effective education policies implementation mechanism should be put in place so as to ensure optimal result.
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Gaines, Alisha B., Steven R. Lonis-Shumate, and Sareen S. Gropper. "Evaluation of Alabama Public School Wellness Policies and State School Mandate Implementation." Journal of School Health 81, no. 5 (2011): 281–87. http://dx.doi.org/10.1111/j.1746-1561.2011.00588.x.
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Malik, Fouzia, Saima Lakho, and Khurram Lakho. "Enhancing Teaching Effectiveness through Administrative Feedback: Insights from Public Primary Schools in Karachi." Journal of Political Stability Archive 3, no. 2 (2025): 231–47. https://doi.org/10.63468/jpsa.3.2.12.
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This study explores the role of administrative feedback in enhancing teaching practices and improving educator performance in public primary schools in Karachi, Pakistan. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and self-report questionnaires. Five teachers, selected through purposive sampling, participated in the study. The findings reveal that structured administrative feedback significantly improves key areas such as lesson planning, classroom management, communication skills, and subject competency. Effective feedback, delivered through constructive and supportive interactions, fosters a culture of continuous professional development and accountability. However, challenges such as limited resources, hierarchical decision-making, and resistance to change hinder the effective implementation of feedback mechanisms. The study highlights the need for robust evaluation systems, capacity building for school leaders, and policies that support collaborative feedback practices. These insights offer valuable recommendations for policymakers, educators, and administrators to improve teacher evaluation processes, ultimately enhancing educational outcomes in resource-constrained environments.
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Inês Leite Tosta (UFRGS), Mndº Estela, Mndº Edson Mendes Júnior (UFRGS), and Dndª Luciane Torezan Viegas (UFRGS). "CONSTITUIÇÃO DAS POLÍTICAS PARA EDUCAÇÃO INCLUSIVA: O PROGRAMA DE IMPLANTAÇÃO DE SALAS DE RECURSOS MULTIFUNCIONAIS." Poiésis - Revista do Programa de Pós-Graduação em Educação 6, no. 10 (2012): 395. http://dx.doi.org/10.19177/prppge.v6e102012395-410.
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This article presents the analysis of the Implementation Program of Multifunctional Resources Room, addressing modes of constitution of this policy and data about the enrollment of students with disabilities and offering of the Specialized Educational Service in Rio Grande do Sul. The methodology was based on reading of the normative documents, of theoretical and methodological referential of analysis and evaluation of public policies and setting up school census data of 2009, 2010 and 2011, which show a significant increase in enrollment of students in SES and in the public school system of the State, an aspect that demonstrates the effects of current policy with regard to expanding student access to school.
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Carneiro, Joabe Alves, and Adriana Estela Sanjuan Montebello. "Public Policies, Sustainable Purchases and Family Farming in Brazil – 2013 a 2023." Revista de Gestão Social e Ambiental 18, no. 4 (2024): e08008. http://dx.doi.org/10.24857/rgsa.v18n4-157.
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Objectives: to characterize and analyze the public policies and sustainable purchases that contribute to reducing environmental impacts and promote the development of family farming. In order to address the general objective of the research, the following specific objectives were carried out: 1) Contextualize family farming in Brazil; 2) Present and analyze the following public policies focused on family farming: Low Carbon Agriculture - ABC Plan, National Program for Strengthening Family Farming - PRONAF, Food Acquisition Program - PAA and National School Feeding Program - PNAE and 3) discuss the process of sustainable bidding and family farming. Methodology and data sources: the methodology used to achieve the study's objectives was tabular and graphical analysis of secondary data. The data sources were collected from the Ministry of Agrarian Development and Family Farming (MDA), the Central Bank of Brazil (BCB) through the Rural Credit Matrix, the National Supply Company (CONAB), the National Fund for Educational Development (FNDE) and data from the National Secretariat for Rural Social and Productive Inclusion (SEISP) through the Secretariat for Evaluation, Information Management and Single Registry (SAGICAD) platform. In addition, exploratory research was carried out using a bibliographic survey to support the results found. The period of analysis was from 2013 to 2023. Results: It is important to consider that the public policies mentioned above contribute to aligning economic, social and environmental aspects. Based on the evidence obtained, the programs proved to be effective in their aim of supporting family farming. Therefore, in order to continue their actions, it is recommended that the main characteristics of their design be maintained, which have been fundamental to achieving their results and, above all, that resources for their actions be expanded and guaranteed.
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Mattos, Luísa Karam de, Leonardo Flach, and Pedro Antônio de Mello. "Políticas educacionais de bolsas para o ensino superior, internacionalização e avaliação da pós-graduação brasileira: Um estudo com regressão em painel." education policy analysis archives 28 (May 25, 2020): 85. http://dx.doi.org/10.14507/epaa.28.4738.
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This study aims to analyze the impact of higher education scholarship policies on the internationalization and evaluation of Brazilian postgraduate studies, in the area of Applied Social Sciences, in order to verify if investments by public policies on internationalization of education (e.g., grants) imply an improvement in the concept of quality of Brazilian postgraduate programs. The research method is quantitative, based on panel data regression analysis, correlation between the scholarships abroad granted by the Brazilian public agency Capes, and the evaluation carried out by the institution itself. The period analyzed was from 1998 to 2016, generating a sample of 5,163 observations. Correlation and regression results with panel data show that investment in scholarships abroad has a positive and statistically significant impact on the improvement of postgraduate programs. Furthermore, the results show that investments in scholarships abroad through Capes scholarships are positively correlated with the internationalization of graduate programs in the area of Applied Social Sciences. These results have important implications for policy makers and educational leaders, as they demonstrate the importance of investing in internationalization of higher education to achieve higher levels of excellence.