Relevant bibliographies by topics / Influence of Politics on Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Influence of Politics on Education'

Author: Grafiati
Published: 5 June 2025
Last updated: 24 June 2025

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Journal articles on the topic "Influence of Politics on Education"

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ABUBAKAR, MUHAMMAD LAWAL. "INLUENCE OF POLITICS IN EDUCATION IN NIGERIA: PROBLEMS AND WAY FORWARD." GPH-International Journal of Educational Research 04, no. 10 (2021): 08–17. https://doi.org/10.5281/zenodo.6849798.

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<em>The influence of politics on education can be traced to the development of civil society itself. Societies evolved from the primitive stages where people agreed and submitted themselves to an authority for control. As a result of that and the legitimacy accords to the authorities, the forces of development in the societies in terms of economic, cultural, social, and political are determined and directed by the authorities. It is on the above backgrounds this paper looks at the negative influence of politics in education in Nigeria which ranges from inequalities in the Nigerian education sector, poor staffing, inadequate funding, and half-backed graduates among others. Furthermore, the positive influence of politics in education in Nigeria is also reiterated such as level of pupil enrolment, quality product, adequate budgetary allocation and funding of education, availability of adequate and quality teachers in schools, and many more.&nbsp; The paper concludes that educational leadership should be based on merit, policies are made considering the needs of the society, and graduate to be produced on the needs of the economy.</em>
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Li, Zuxian. "Assessing Relationship Between Education and Politics: Why is Education So Important?" Lecture Notes in Education Psychology and Public Media 2, no. 1 (2023): 746–51. http://dx.doi.org/10.54254/2753-7048/2/2022434.

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This paper aims at addressing the relationship between politics and education. When people try to understand these two terms, they would first define the notion of education, and then define the term politics as well. By assessing education and politics, it will be clearly that these two concepts are interrelated. In this piece, in order to introduce the relationships between education and politics, notable politicians, scholars and experts have been discussed. By exploring their journey, includes both academic and political period, it should be noted that highly educated people are more likely to influence politics. When people have opportunities to be educated, they are able to use their knowledge to be success.
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Price, Anne. "Differential Support for Women in Higher Education and Politics Cross-Nationally." Comparative Sociology 13, no. 3 (2014): 346–82. http://dx.doi.org/10.1163/15691330-12341310.

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Attitudes towards women in the workforce, politics, and higher education are often combined in a composite measure of gender ideology. However, cross-national attitudes and influences on them may vary by each domain. Structural measures and the 2005–2008 World Values Survey are used to examine factors that influence attitudes towards women in education and politics across 52 nations. Findings show individuals are more supportive of women in education and structure has a greater impact on attitudes towards women in politics. Counter to findings that Muslim societies are less gender egalitarian, this study finds no impact of Muslim affiliation or residence in a Muslim society on attitudes towards women’s education, although these factors reduce support for women in politics.
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Al Yakin, Ahmad, and Abdul Latief. "How to reduce Money Politics Practices in the 2019 Legislative Election through Education Politic." International Journal of Education Research and Development 2, no. 1 (2022): 25–36. http://dx.doi.org/10.52760/ijerd.v2i1.20.

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This research is motivated by problems regarding sociological behavior in the Mamasa village in the 2019 legislative elections which were indicated by money politics. The purpose of this study is to describe the factors that influence money politics in the 2019 legislative elections in Mamasa district. This study uses qualitative descriptive study design approach in a case study. Subjects of this study are representative of the communities involved with the politics of money on legislative elections 2019 in Mamasa district. The instruments used in this research were interviews and questionnaires. Data analysis was carried out qualitatively, namely data reduction, data presentation and conclusions. Based on the survey results revealed that the main factors of the cause of the money politics was low knowledge of the community about the political education greatly affects the occurrence of money politics in the Mamasa village. The influence of money politics was very significant in determining the participation of the Mamasa society for the PILKADA (regional election) in 2019. Keywords: Money Politics, Election, Practices and Legislative Factors 2019.
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Wang, Yiquan, and Xiaoyao Yue. "The Relationship Between Moral Ideals and Education." Asian Journal of Social Science Studies 5, no. 2 (2020): 10. http://dx.doi.org/10.20849/ajsss.v5i2.763.

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The relationship between moral ideals, politics, and education has been discussed by philosophers such as Machiavelli and Hobbes in their normative ideals associated with political realism, morals, and education. There is a symbiotic association between education, politics and morals ideal. This is because politics influences education and vice versa. The presence or lack of education impacts the combined values, goals, morals, and intellect of the body politic. In other words, the level of education in a society or the way the society is educated will influence the kind of people who will get into power and hold office and the moral ideals they will possess. Also, leaders getting into office need to possess good morals that can be acquired through education. Besides, it will determine the strategy used to get people into office and how much control and power those in office have. Education also determines the type of laws and morals that are deliberated sensible and insensible and how those who have been elected to represent the society or country will establish, promote, and govern educational institutions. There is a connection between Machiavelli and Hobbes’ moral ideals and education as identified in this paper. This essay uses “generation Z” students in higher education to show how Hobbes’s educational theories and moral ideals apply in the real world. In his educational theory, Hobbies suggests that teachers should use methods of teaching take into consideration the characteristics of the generation Z and also the curriculum should include the teaching of morals because this generation is going through many challenges.
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Zhao, Quansheng. "The influence of Confucianism on Chinese politics and foreign policy." Asian Education and Development Studies 7, no. 4 (2018): 321–28. http://dx.doi.org/10.1108/aeds-03-2018-0057.

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PurposeThe purpose of this paper is to understand the role Confucianism has in affecting domestic and foreign policy which is accomplished by looking at historical trends and contemporary developments and arguments posed by leading scholars. This paper finds that Confucianism has had a significant impact on current Chinese policy; however, it has been a selective application. In particular, the Chinese Government has focused on the traditional Confucian moral framework and the mandate to rule, which has allowed the Chinese Government to work toward further securing their right to rule and enhance a more assertive foreign policy abroad.Design/methodology/approachThis study based on historical, theoretical and empirical discussions.FindingsIt is clear that Confucianism has had profound influence on Chinese politics and foreign policy. As rulers in the past of Chinese history, the Chinese Communist Party (CCP) has also utilized Confucianism to enhance nationalist sentiments among the people. Confucianism, therefore, has been served as the codifying ideology to further secure the CCP’s right to rule domestically, and to enhance a more assertive foreign policy abroad. With confidence, one can argue that Confucianism will continue to serve as a leading source of ideas in China for its effort to pursue modernization.Originality/valueThis paper focuses on the impact of Confucianism on Chinese politics and foreign policy. In the field of international relations and foreign policy analysis, it is well known that ideas are always critical to any changes of a country’s foreign policy. That is to say, a country’s politics and foreign policy would be heavily influenced not only by the changes of tide in contemporary world politics, but also heavily influenced by its traditional thinking and heritage. In this paper, the author will examine the influence of Confucianism on Chinese domestic politics and foreign policy. The analysis will cover recent arguments about the role of Confucianism from several leading contemporary thinkers. It will also make some brief comparisons between China and other East Asian societies, including Japan and Korea.
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Manik, Vinolya Lidevia Br, Rahmi Siregar, Amelia Situmorang, Mario Fany Manurung, and Julia Ivanna. "Pengaruh Politik Uang dalam Pemilu Berdasarkan Perspektif Mahasiswa PPKn Unimed Stambuk 2021." Indo-MathEdu Intellectuals Journal 4, no. 3 (2023): 2110–15. http://dx.doi.org/10.54373/imeij.v4i3.498.

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Elections are a means for the people to provide legitimacy for the ruler who will lead for 5 (five) years. One of the problems that always arises in the implementation of elections is money politics. Money is one of the factors that influence elections. This study aims to explore the influence of money politics in elections based on the perspective of Pancasila and Civic Education (PPKn) students at Medan State University (Unimed) Stambuk 2021. The type of research used is survey method by looking for several respondents from the PPKn Department. The research instrument used is a questionnaire to determine the perception of respondents. Data analysis is carried out descriptively based on data obtained through respondents. The results showed that money politics influences elections with a high degree of influence. The influence of money politics on elections also differs based on the type of candidate. Money politics affects more for new candidates than for old candidates. The political influence of money also differs based on the type of party. Money politics has a greater influence on new parties than for old parties The results of this study show that money politics is an important factor in influencing elections
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Davis, Theodore J. "The Politics of Race and Educational Disparities in Delaware’s Public Schools." Education and Urban Society 49, no. 2 (2016): 135–62. http://dx.doi.org/10.1177/0013124516633503.

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Delaware has long played a pivotal role in the nation’s struggle to end school segregation and promote educational equality. This article discusses racial disparities in educational achievement and outcomes by examining the state’s political history and the politics of race in public education. This article explores educational disparities from a socio-political perspective, which takes into consideration the direct and indirect influence of historical, political, socio-economic, and socio-cultural events on educational achievements and outcomes in the state. It finds that Black students in urban areas are influenced more by the politics of race in public education than Black students in non-urban school environments in the state. It also shows that the educational achievement and outcomes of Black students are influenced more by the politics of race than White students. It suggests that the politics of race in public education is influenced by political factors that extend well beyond those associated with the process of educating.
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C. O. Ochogba and B. N. Isiodu. "Influence of Policies, Politics and Ethnicity on Implementation of Industrial Technology Education in Nigeria." African Journal of Humanities and Contemporary Education Research 17, no. 1 (2024): 206–14. https://doi.org/10.62154/ajhcer.2024.017.010509.

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This study examined the influence of policies, politics and ethnicity on implementation of industrial technology education in Nigeria. Specifically, the study sought to ascertain: the influence of policies on implementation of industrial technology education, the influence of politics on implementation of industrial technology education and the influence of ethnicity on implementation of industrial technology education in Nigeria. Policy has been described as an overall guide that gives the general limits and direction in which administrative action will take place. One major policy in education is the National Policy in Education (NPE). Political instability and corruption amongst political leaders were highlighted to have influence on industrial technology education. Also, ethnicity has been defined as the term for the culture of people in a given geographic region, including their language, heritage and customers. Ethnicity has been identified as a likely influencing factor for student success in the classroom. However, this study concludes that policies have great influence on industrial technology education and that political instability and corruption among political leaders affects industrial technology education. Furthermore, the study concludes that ethnicity directly or indirectly influences students in industrial technology education programme. It was recommended that the Federal Government whistle blowing policy should be strengthened to check mate fraudulent act in the educational sector to help in prosecuting every politician who embezzles fund meant for industrial technology education. This will help in ensuring that adequate facilities are provided for industrial technology education.
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Rogoziecka, Paulina. "History Issues of Japan in Politics and Education." Studia Orientalne 26, no. 2 (2023): 105–19. http://dx.doi.org/10.15804/so2023207.

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Many scholars have researched Japan’s historical issues, connected to politics and education. Nevertheless, they mostly studied one issue from one perspective, such as international law or human rights. As a part of ongoing doctoral thesis research, this paper aims to discern if and how the historical issues and the Japanese government’s stance on those issues changed between 1982 and 2022 and interacted with each other. By comparing official statements with textbook contents on historical issues, the connection between them can bring a fuller understanding of Japan’s historical policy as a system. This paper hypothesises that history politics indirectly influences education policies and textbook writing. At this stage of research, it can be concluded that there are numerous historical issues recognised as such by Japan, but recognition has been an effect of other actors’ claims. Various actors have made those claims at opportune times, using history as a tool. Nonetheless, policy and statements by politicians and overall discernible history politics, such as counterclaims on particular issues, seem to have at least some correlation with the contents of textbooks. Further research into those connections may better understand Japan’s history politics as a system and how they influence history education.
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Dissertations / Theses on the topic "Influence of Politics on Education"

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Juenke, Eric. "Minority influence on public organization change: Latinos and local education politics." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4228.

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The research presented here has three major purposes. The first is to explain how political institutions and policy outputs can change in the presence of a growing minority population when the preferences of these minorities differ from those of the majority. I show how representation in all three branches of government can lead to these changes, specifically in the local legislature and local bureaucracy. Secondly, I demonstrate the relationship between local legislative representation of Latino minority populations to substantive policy outcomes that favor this minority group, and explain how variable electoral institutions influence this relationship. The third general purpose of this research is to make the argument that the study of minority politics need not take place within a theoretical vacuum. That is, I use theories of minority group behavior (as opposed to Latino group behavior), and relevant empirical tests, to inform mainstream democratic theory. What democratic theory is missing, I argue, is the ability to fully explain and predict changes in institutions, policy, and policy outputs in a dynamic preference environment. Examining minority politics over time helps fill this void.
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Ake-Little, Ethan Stacey. "To Leave or Not to Leave: A Population Study Investigating How Compensation and Auxiliary Spending Influence Teacher Turnover in the Commonwealth of Pennsylvania." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/551172.

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Urban Education<br>Ph.D.<br>Teacher turnover is a well-studied phenomenon, particularly in highly urbanized locales, but not well researched in a state as geographically and demographically diverse as Pennsylvania, which is a composition of two major metropolitan areas combined with smaller urban centers and expansive rural regions. Those retention studies that do exist have been mainly exclusive to the Philadelphia region, with limited research devoted to the remainder of the state. This lack of a comprehensive empirical approach that compares turnover in three distinct settings limits a nuanced understanding of the issue and, in turn, can lead to incomplete policy considerations. This study utilizes Pennsylvania Department of Education data from 2012-2017, which describes the entire public-school workforce in all local education agencies (LEAs), to study how compensation and auxiliary spending (per student spending sans instructional costs) influence teacher turnover using multiple, parallel Cox Proportional Hazards survival models. Findings suggest that despite a “one size fits all” approach to public school funding policy popular amongst politicians on both sides of the political aisle, the effects of a monetary increase in reducing the likelihood of turnover varies considerably when accounting for the region, Title I status, experience and subject matter. The study highlights how the lack of monetary investment can lead teachers to seek employment elsewhere since low pay functions as a strong demotivator. Additionally, the results suggest that while a pay raise may arrest turnover risk, it is a poor long-term motivator or cause of job satisfaction. The study concludes by offering state and LEA leaders with policy recommendations that may improve both retention and job satisfaction. To date, this is the only study in the current literature that explores teacher turnover extensively in the nation’s fifth most populous state.<br>Temple University--Theses
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Judikis-Preller, Juan C. "The impact of the military government on higher education in Chile : 1973-1990." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137604.

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The general purpose of this study completed in 1999 was to create an accurate, documented description of the experiences of nine students, three faculty members and two administrators in higher education in Chile during the military government 1973 - 1990.A qualitative approach was selected as the most appropriate methodology to' complete the study. A variety of methods and data collection strategies were used. The major data collection strategies were interviews and reviewing of primary and secondary written sources. The interviews were used to collect evidence concerning interviewees' experiences, as well as their attitudes, and perceptions regarding the events that occurred in higher education during the rule of the military government 1973 - 1990.The researcher decided to use a judgment sample of interviewees from the population based on their knowledge about the topic and their willingness to share their knowledge and experiences. Geographical representation, position within the institutions, kind of institution represented, and gender were major the considerations at the moment of selecting the sample too.Thanks to the U.S.A. Freedom of Information Act, which established an effective statutory right to access by any person or organization to federal government information, the researcher found official information that allowed for triangulation of evidence.The findings showed that the changes the military government implemented through their modernization of the educational system did not follow the historical trend of educational development in Chile. Furthermore, under the military government, policymaking in higher education was circumscribed to autocratic arenas, which usually coincided with government policy. Education was utilized to serve the purpose of the government. The educational system 1973 - 1990 failed to serve those with special needs. Free-market policies profoundly transformed education from a right available to all, to a commodity available in varying quantity and quality according to purchasing power of individuals.The impact of military government on higher education during the military rule was notorious and huge. Even though they were destructive in some aspects the military government did good things for the educational system. The issue in discussion is the price that was paid.<br>Department of Educational Leadership
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Kanne, Karolyn J. "Kandy." "The Legislative Action Coalition for Arts Education (LACAE): Emergence of an alliance for political influence in California." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3494.

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The purpose of this study was to provide a descriptive, historical view of the origin and development of a specific coalition of arts education associations in California. The literature pertaining to political action by interest groups revealed effective strategies and lessons learned. Seven (7) commonalities for effective political action by interest groups were identified in order to analyze the politicization of the Legislative Action Coalition for Arts Education (LACAE). In the early 1980s, the increasing financial crisis for California's schools combined with diminishing opportunities for students to receive education in the arts as a part of their basic education. These devastating elements were motivation for the rise in visionary leadership that led to the emergence of LACAE. The maturation of LACAE was described by tracing the history of the organization and three selected issues: a legislative requirement for one year of visual or performing arts for high school graduation; assessment of arts programs included in the California Assessment Program (CAP) tests; and, development of a political action network. Discussion of each issue was presented from data in LACAE files, minutes of meetings and personal interviews. Analysis of the Coalition's politicization using the seven (7) commonalities produced mixed results. The annual conference to develop the Legislative Action Plan yielded goals and objectives that represented a broad base of support among arts associations and provided a vehicle for clear communication. LACAE was less successful, however, in the effort to broaden its base of support beyond arts associations and in establishing an effective communication network for responsive political action.
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Chambers, Carmel M. "Rhetoric in British Columbia : an analysis of its influence upon adult education and women." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25364.

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The topic under consideration is the rhetoric of British Columbia's political leaders and their strategic use of language whereby the government maintains its position of power and authority, implements its own ideological priorities, even if unpopular, and deprives the opposition of its ability to effectively mount a counter strategy. Aspects of political philosophies, human nature, scientific knowledge, education, and alternate feminist political philosophical views are presented. Brief sketches of Constitutionalism, The Rule of Law and ideological bases of modern political systems, liberalism and socialism, are considered in the context of a political spectrum that spans communism to fascism. An analytical framework adapted from the classical rhetoric of Aristotle and the new rhetoric of Kenneth Burke is used to examine the rhetoric and actions of the political leaders of British Columbia. Findings indicate that the strategies employed are effective and persuasive to the dominant majority of the populace. Components of strategy are identified which are deemed necessary in order that a democratically elected government may pursue successfully, a revolutionary political ideological change in its philosophy. Priorities and areas of social concern are identified in terms of their esteem for the present government leaders. The market principle and technology are the sacred cows. Education of a liberal kind, women, the welfare state, are a sow's ear. One recommendation is that adult education unite with movements that espouse and practice like philosophies so that it is strengthened and rejuvenated in its mandate and not precipitated to bend to the prevailing political ideology.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Brand, Molly Ziek. "The Electoral Influence of Teachers’ Unions on Democratic Education Policy Priorities." Oberlin College Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1435092973.

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Khashogji, Lina N. "The influence of social media on gendered identity in Saudi Arabia, in relation to the religious curriculum throughout Saudi schools : media, politics and human development." Thesis, Kingston University, 2016. http://eprints.kingston.ac.uk/37876/.

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This thesis addresses the influence of Twitter on the development of female individualism in Saudi Arabia in relation to the religious curriculum. It reveals the process of this development through two different environments, the physical environment in religious education and the virtual environment in the form of Twitter. The thesis is based on a combination of methods (largely qualitative data obtained from observations, semi-structured interviews and questionnaires). It develops a theoretical framework based on gendered identity as the central concept of this research. the framework positions this concept within two fields of research : feminist approaches to gender and psychological approaches to identity. This thesis presents and innovative approach to the analysis of female individuality. Methodologically, the thesis establishes a position that informs the overall analysis between two different settings, i.e., the physical environment of Saudi schools, which illustrates long-established definitions of the Saudi female as the foundational unit of the analysis. It then moves to an analysis of these definitions in the virtual environment of Twitter, revealing how the different characteristics of the virtual environment influences definitions of identity, the formation of perceptions and the relationships between authorities. In conclusion, the thesis presents significant findings and recommendations.
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Jones, Peter A. "Charter School Locations Across the U.S. and Their Influence on Public School District Revenues." UKnowledge, 2014. http://uknowledge.uky.edu/msppa_etds/13.

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Since Minnesota passed the first charter school law in 1991, charter schools have become one of the most prominent school reforms in the U.S. While charter schools educate a small portion of public school enrollments, their existence has prompted various responses from traditional public school districts. For example, districts may change expenditure patterns or work to increase test scores in an effort to retain enrollments. In this sense, a charter school’s most significant impact on public school students may work indirectly through the traditional public school reactions they invoke. This dissertation explores education finance implications for charter schools and their encompassing public school districts. Using a dataset comprised of U.S. public school districts over sixteen years, I examine the local school district’s revenue response to the establishment of a charter school. Following a description of the multi-level policy environment in which charter schools operate, this dissertation includes a summary of the literature examining student achievement and expenditure responses of public school districts to the presence of charter schools. Next, I develop a conceptual model outlining the reasons that a school district may experience a change in revenue when charter schools locate within or nearby. Before testing the public school district response to charter schools, I had to accurately measure charter school locations across the U.S. To do this, I used geographic information system (GIS) software to improve upon alternative charter location databases maintained by the federal government and national charter school organizations. With charter school locations accurately mapped, I estimated the traditional public school district revenue response to the various measures of charter school presence. Findings from this estimation suggest that, on average traditional public school districts experienced changes in per-pupil revenues when charter schools located closer to the district. Specifically, revenues from local sources decreased as charter schools moved nearer, but revenues from federal sources increased. This relationship changed over time, however. As charter schools were authorized in more districts and states, per-pupil revenues began increasing as charter schools moved closer to school districts.
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Brummer, Kevin Clarence. "School bond elections in Iowa : an analysis of factors, strategies, and policies that influence outcomes /." Des Moines, Ia : Drake University, 1997. http://0-www.umi.com.garfield.ulv.edu/pqdweb?did=727692861&sid=2&Fmt=2&clientId=11819&RQT=309&VName=PQD.

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Svarlien, Corinna M. "The Influence of Economic Ideologies on U.S. K-12 Education Policy: Testing, Markets, and Competition." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/853.

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The Elementary and Secondary Education Act (ESEA) was first passed in 1965 and has since been reauthorized several times, including as No Child Left Behind in 2001 and the Every Student Succeeds Act of 2015. The ESEA seeks to address the needs of low-income students; however, decades of reform efforts and government reports documenting inequality have done little to close gaps in educational resources or outcomes for marginalized groups. Accountability systems based on standardized testing are seen by policymakers on the Left and Right as the best way to improve education for marginalized groups, improve students’ economic preparedness, hold schools accountable for the funds they spend, and maintain an objective meritocracy. This paper argues that testing is a flawed tool to achieve the goal of education equality as accountability systems rely on flawed assumptions influenced by conservative and neoliberal economic ideologies.
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Books on the topic "Influence of Politics on Education"

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Callaghan, Daniel M. Conservative party education policies, 1976-1997: The influence of politics and personality. Sussex Academic Press, 2006.

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Berube, Maurice R. Radical reformers: The influence of the left in American education. Information Age Pub., 2004.

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Moral, Solsiree del. Negotiating empire: The cultural politics of schools in Puerto Rico, 1898-1952. The University of Wisconsin Press, 2013.

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C, Scott John. The influence of the medieval university on the Latin Church and secular government politics: From the later Middle Ages to early modern times. Mellen Research University Press, 1992.

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Lewis, Suzanne Grant. Education in Africa. Mason Crest Publishers, 2006.

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Society, Royal Stuart, ed. Jacobitism in eighteenth century English schools and colleges. Royal Stuart Society, 2007.

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Tarcov, Nathan. Locke's education for liberty. University of Chicago Press, 1989.

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1969-, Hart Thomas E., and Friedrich Nietzsche Society Conference, eds. Nietzsche, culture and education. Ashgate, 2009.

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1969-, Hart Thomas E., and Friedrich Nietzsche Society Conference, eds. Nietzsche, culture and education. Ashgate, 2009.

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1969-, Hart Thomas E., and Friedrich Nietzsche Society Conference, eds. Nietzsche, culture and education. Ashgate, 2009.

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Book chapters on the topic "Influence of Politics on Education"

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Pacheco, Emily-Marie. "International Student Well-Being and the Influence of Politics." In Rethinking Education Across Borders. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2399-1_11.

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Wilson, Iain. "Political Expectations." In International Education Programs and Political Influence. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137349675_2.

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Douglass, Sonya, Janelle T. Scott, and Gary L. Anderson. "Philanthropy, Donors, and Private Influence over Public Education." In The Politics of Education Policy in an Era of Inequality, 2nd ed. Routledge, 2024. http://dx.doi.org/10.4324/9781003316886-6.

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Wilson, Iain. "How Strong Is the Evidence of Political Impact?" In International Education Programs and Political Influence. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137349675_4.

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Wilson, Iain. "Introduction." In International Education Programs and Political Influence. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137349675_1.

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Wilson, Iain. "Conclusion." In International Education Programs and Political Influence. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137349675_10.

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Wilson, Iain. "Can We Infer That Mobility Has Political Impact? Some Historical Case Studies." In International Education Programs and Political Influence. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137349675_3.

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Wilson, Iain. "How Can We Detect Short-Term Impact (and What Does That Mean)?" In International Education Programs and Political Influence. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137349675_5.

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Wilson, Iain. "Short-Term Impacts of Erasmus Mobility." In International Education Programs and Political Influence. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137349675_6.

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Wilson, Iain. "Varieties of Experience." In International Education Programs and Political Influence. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137349675_7.

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Conference papers on the topic "Influence of Politics on Education"

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Preeti, Vanshikha Garg, and Vikash Garg. "Quantifying Influence: Insights into Data Science Applications in Comparative Politics." In 2024 4th International Conference on Advancement in Electronics & Communication Engineering (AECE). IEEE, 2024. https://doi.org/10.1109/aece62803.2024.10911544.

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Nikolić, Neda, Miodrag Zečević, Zoran Nešić, and Gordana Rendulić Davidović. "The Impact of Global Changes on the Transformation of Politics, Economy and Education." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.371n.

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Society faces many challenges in transitioning toward sustainable development, and education is key to make this transition happen. Through education we influence on human consciousness, create their needs and changing behavior. One of most important educational programs is environmental education. It brings motivations, skills, values and commitment that people need to efficiently manage their earth’s resources and take responsibility for maintaining environmental quality and understand the problems they face. The limitation of access to certain resources is getting closer and we need to be aware of those limitations and put those in center of our life and work. The most effective way for doing it is throught environmental education started from earliest age. The limitation of access to certain resources is getting closer, and this fundamentally changes our relationship to economics, politics and ecology. This paper discusses the imperative of action within the limits of the finite world. The paper emphasizes the pressure on natural resources, which means that politics and the economy will have to undergo a radical transformation in order to be suitable not only today, but also in the future
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Li, Zhao. "Influence of College Students' Mental Health Education on Ideological and Political Education." In 2014 2nd International Conference on Advances in Social Science, Humanities, and Management. Atlantis Press, 2014. http://dx.doi.org/10.2991/asshm-14.2014.11.

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Mališová, Daniela, and Jana Štrangfeldová. "EVALUATION OF EFFICIENCY IN SECONDARY EDUCATION." In Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.s.p.2020.111.

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The state of Slovak education is influenced by several negative factors. In terms of human capital, we have seen the decline of pupils for demographic reasons and lack of interest in the work of teachers. This paper aims to evaluate the efficiency of secondary education on the example of selected secondary schools. The main method of the paper is multicriteria analysis. The subject of research is the efficiency of selected secondary schools. The 10 Business Academies attended by pupils aged 15-19 years and established in the Banská Bystrica and Žilina self-governing regions will be the subject of research. For the analysis we use panel data collected for the school years 2013/2014 - 2017/2018. The contribution of the paper is to create an evaluation of the efficiency of the surveyed schools and to propose solutions for schools that achieved below-average results. The findings may serve as a basis for assessing the efficiency of the Business Academies for comparison with competitors, as well as for the founders of these secondary schools.
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He, Zhuobin. "Research on the Influences of Market Conditions, Culture and Politics on Market Timing." In 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200826.096.

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Thiruchchenthuran, Sivalogasundarm. "Political Influence on Language Education in Sri Lanka:Challenges and Opportunities." In International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/educationconf.2019.03.117.

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Wang, Wei. "Influence on Educator's Attitude to Educated Target under Ideological and Political Education." In 2015 International Conference on Social Science, Education Management and Sports Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.164.

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Aprcović, Boriša. "INTRA-PARTY DIALOGUE." In Proceeding of the Thirteenth International Conference at the Faculty of Foreign Languages. Alfa BK University Belgrade, 2024. https://doi.org/10.46793/lld24.281a.

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In public opinion, there is a persistent „aspiration“ for a social order that would be based on socijal justice, in which political parties would play the role of guardian angels of citizens and liberal values. Neverthless, the balance on the scales of history has generally tilted towards political realism, which has always been more interested in the issue of conquering and maintaining power, as faithfully testified by Thucydides, Machiavelli, and Hobbes. The emergence of modern political parties after 1789 did not significantly change this pragmatic course of development of politics and political institutions. The fact that citizens received the formal right to „vote“ did not significantly affect the power relationship that remained in the party headquarters. The old „elite“ parties were replaced by „mass“ and „catch-all“ parties for which the party base was significat as a raw number and not as a resource for intra-party dialogue. The power of the party was thus concentrated in the central office (party in central office), and over time, as subsidies to parties from the state increased, the power of the party moved from central party office to the public office (party in public office). In addition to the development that is inherent in every system including political parties, there is also an external influence on the power structure within the political party which occurs in the process of the globalization of economy, politics, and culture. Since the 1990s, Serbia, which had a significant break in parliamentary life during the communist period, has gone through these phases of „evolution“ that lasted for hundreds of years in European countries. Thus, political parties in Serbia have gone through the phases of „mass“ and „catch- all“ parties, approaching the model of a “party in public service“, and now, similar to modern European parties, they are literary „attacking“ state institutions. The forced development of political parties in Serbia resulted in a low level of political culture and political awareness of citizens, which means that different forms of civil political education are required.
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"The Influence of Jinggangshan Spirit on University Ideological and Political Education." In 2019 Scientific Conference on Management, Education and Psychology. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v1.013.

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Prizevoite, Ilze, and Gunta Grinberga-Zalite. "Remuneration system elements' impact on the performance of the teachers of general education institutions in the regions of Latvia." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.018.

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The authors of the article present the results of a study on the evaluation of the remuneration and performance of teachers in general education institutions in the regions of Latvia, which is a topical issue in the implementation of education system reforms. The aim of the study was to find out the opinion of teachers working in general education institutions about the factors influencing work performance, paying special attention to the regional aspects of this problem. The study used quantitative research methods through an extensive online survey. The questionnaire identified the following factors influencing teachers' performance: financial remuneration, non-financial remuneration, organizational culture and politics. The opinion of teachers was analysed in depth by regions of Latvia. The results show that in all regions of Latvia the performance of teachers is most significantly influenced by financial remuneration, non-financial remuneration and organizational culture are also important, but political presence plays an insignificant role. The results also revealed that in all regions (least in Riga and Pieriga) the increase of the minimum monthly wage rate of teachers or the wage is not the determining factor that would increase the performance of teachers. Key words: education performance, regional development, regional disparities.
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Reports on the topic "Influence of Politics on Education"

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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe04.

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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, all-too-often dominant leaders’ goals vis-à-vis the education sector can veer in other directions. In impersonal competitive contexts, a combination of strong formal institutions and effective processes of resolving disagreements can, on occasion, result in a shared commitment among powerful interests to improve learning outcomes—but in none of the case studies is this outcome evident. In Peru, substantial learning gains have been achieved despite messy top-level politics. But the Chilean, Indian, and South African case studies suggest that the all-too-common result of rule-boundedness plus unresolved political contestation over the education sector’s goals is some combination of exaggerated rule compliance and/or performative isomorphic mimicry. Personalised competitive contexts (Bangladesh, Ghana, and Kenya for example) lack the seeming strengths of either their dominant or their impersonal competitive contexts; there are multiple politically-influential groups and multiple, competing goals—but no credible framework of rules to bring coherence either to political competition or to the education bureaucracy. The case studies show that political and institutional constraints can render ineffective many specialised sectoral interventions intended to improve learning outcomes. But they also point to the possibility that ‘soft governance’ entry points might open up some context-aligned opportunities for improving learning outcomes. In dominant contexts, the focus might usefully be on trying to influence the goals and strategies of top-level leadership. In impersonal competitive contexts, it might be on strengthening alliances between mission-oriented public officials and other developmentally-oriented stakeholders. In personalised competitive contexts, gains are more likely to come from the bottom-up—via a combination of local-level initiatives plus a broader effort to inculcate a shared sense among a country’s citizenry of ‘all for education’.
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/122.

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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, all-too-often dominant leaders’ goals vis-à-vis the education sector can veer in other directions. In impersonal competitive contexts, a combination of strong formal institutions and effective processes of resolving disagreements can, on occasion, result in a shared commitment among powerful interests to improve learning outcomes—but in none of the case studies is this outcome evident. In Peru, substantial learning gains have been achieved despite messy top-level politics. But the Chilean, Indian, and South African case studies suggest that the all-too-common result of rule-boundedness plus unresolved political contestation over the education sector’s goals is some combination of exaggerated rule compliance and/or performative isomorphic mimicry. Personalised competitive contexts (Bangladesh, Ghana, and Kenya for example) lack the seeming strengths of either their dominant or their impersonal competitive contexts; there are multiple politically-influential groups and multiple, competing goals—but no credible framework of rules to bring coherence either to political competition or to the education bureaucracy. The case studies show that political and institutional constraints can render ineffective many specialised sectoral interventions intended to improve learning outcomes. But they also point to the possibility that ‘soft governance’ entry points might open up some context-aligned opportunities for improving learning outcomes. In dominant contexts, the focus might usefully be on trying to influence the goals and strategies of top-level leadership. In impersonal competitive contexts, it might be on strengthening alliances between mission-oriented public officials and other developmentally-oriented stakeholders. In personalised competitive contexts, gains are more likely to come from the bottom-up—via a combination of local-level initiatives plus a broader effort to inculcate a shared sense among a country’s citizenry of ‘all for education’.
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Chambers-Ju, Christopher, Amanda Beatty, and Rezanti Putri Pramana. Exploring the Politics of Expertise:The Indonesian Teachers’ Union and Education Policy, 2005-2020. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/101.

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Research on education politics often uses interest group pressure to explain the policy influence of teachers’ organizations. While acknowledging the power teachers’ unions have to articulate interests and shape labor policy, we explore how a less-studied variable–expertise (or the credibility of the claims they make to expertise)– shapes the policy process. In many low-and middle-income countries, teacher organizations struggle to demonstrate policy expertise and professional competence in core areas related to teaching and learning. Focusing on Indonesia from 2005-2020, we examine how the largest teachers’ organization influenced labor policy but was marginal in debates about professional standards, training, and evaluation due to its limited technical capacity and struggles to propose viable policy alternatives. Expertise is a critical policy input, and it deserves more attention in the education politics subfield. It is central for setting the agenda for policies to improve the quality of education and it has normative value for improving policy design overall.
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Asgedom, Amare, Shelby Carvalho, and Pauline Rose. Negotiating Equity: Examining Priorities, Ownership, and Politics Shaping Ethiopia’s Large-Scale Education Reforms for Equitable Learning. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2021/067.

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In 2018, the Government of Ethiopia committed to large-scale, donor-supported reforms aimed at improving equitable learning in the basic education system—the General Education Quality Improvement Program for Equity (GEQIP-E). In this paper, we examine the reform design process in the context of Ethiopia’s political environment as a strong developmental state, assessing the influence of different stakeholder priorities which have led to the focus on equity within the quality reforms. Drawing on qualitative data from 81 key informant interviews with federal and regional government officials and donors, we explore the negotiation and power dynamics which have shaped the design of the reforms. We find that a legacy of moderately successful reforms, and a shared commitment to global goals, paved the way for negotiations of more complex and ambitious reforms between government actors and donors. Within government, we identify that regional governments were only tokenistically included in the reform process. Given that regions are responsible for the implementation of these reforms, their limited involvement in the design could have implications for success.
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Stamoglou, Anastasia. The Impact of Religious and Nationalist Populism in Israel. European Center for Populism Studies (ECPS), 2025. https://doi.org/10.55271/rp0095.

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This report examines the key discussions from the 19th session of the Mapping Global Populism (MGP) Panel Series, hosted by the ECPS on February 27, 2025. The session explored the influence of religious and nationalist populism on Israeli politics, media, and education. Prominent scholars analyzed how judicial overhauls, security-driven rhetoric, media manipulation, and educational policy shifts contribute to democratic erosion in Israel. The report highlights the increasing concentration of power, the delegitimization of opposition voices, and the broader global implications of Israel’s populist trends. By drawing comparisons with other global populist movements, the discussion underscored the necessity of protecting democratic institutions, ensuring media freedom, and preserving independent education.
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Arif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina, and Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.

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This paper examines the politics of education policies in a decentralised political system. Under what conditions does decentralisation promote learning-enhancing policies? Despite the numerous works that have been written on decentralisation and education, little is known about how politics influenced local education policies. To address this problem, this paper looks at the linkages between local politics, bureaucratic capacity, and the development of learning-enhancing policies in Indonesia’s decentralised political system. More specifically, it assesses how regional variation in the discretionary power of district heads over employment decisions in the state bureaucracy explains the variation in local education policies in four districts in Indonesia. The primary data were collected through in-depth interviews with political leaders, bureaucrats, district education councils, school principals, teachers, teacher organisations, parents, non-government and community-based organisations, journalists, academicians, and other relevant informants. Using Mill’s method of difference, the comparative analysis presented in this paper demonstrates that institutional constraints on the discretionary power of the district head over employment decisions in the state bureaucracy do matter for the development of learning-enhancing policies. Such constraints can pave the way for the development of the bureaucratic capacity required for governments to pursue learning-enhancing policies. Absent constraints on the discretionary power of district heads over employment decisions in the state bureaucracy, the extent to which districts implement learning-enhancing policies will depend on district heads’ commitment to student learning.
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Willox, Dino. Rehumanising international education. Journal of the Australian and New Zealand Student Services Association, 2024. http://dx.doi.org/10.30688/janzssa.2024-2-05.

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Recent legislative changes are impacting the educational landscape in Australia. These changes are intended to positively influence the educational pathways available to students across Australia, imagining new futures in which academic potential is not restricted by birth, geography, parentage, Indigeneity, cultural or racial heritage, or financial capacity. These are laudable and ethical aims—education, after all, is a human right (United Nations, 1948). The policy enactment of these legislative changes, however, seems not only to run anathema to this intent but also to have significant consequences for our students—both directly and indirectly. As educational institutions, we have an obligation to ensure that we support our students to participate fully in their learning journey and graduate successfully. The current policy landscape is making this task concurrently both more important and more difficult; the locus of much of this tension is on and around our international students. The question for universities and other educational institutions is what should we, and can we, do within this context to support our international students to succeed in their studies? How do we maintain and improve the student experience within constraining fiscal and political environments with increasing compliance, regulation, and expectation and ever decreasing resources—human, financial, and emotional? Beyond this, we also need to consider how we, as a sector, respond to the situation such that we change the narrative and challenge the political and economic landscape in which we find ourselves. Firstly, we need to understand how we got into this situation to be able to navigate a way forwards.
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Ronconi, Lucas, Juan Sanguinetti, Maria Victoria Murillo, and Mariano Tommasi. The Economic Effects of Unions in Latin America: Teachers' Unions and Education in Argentina. Inter-American Development Bank, 2002. http://dx.doi.org/10.18235/0011247.

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This paper considers the effects of trade unions on the education sector in Argentina and the channels of union influence on the performance of this crucial sector. The authors find that those provinces where teacher unionism is fragmented, where union density is higher and where political relations with the governor are more conflictual, have more strikes (fewer class days). Based on estimates of education production functions both in this paper and elsewhere, we expect this to translate into lower student performance. The authors then find a number of weak conclusions related to the impact that unions have on several variables that affect students' performance (i.e., teachers' tenure, job satisfaction, class size, education budget and teachers' salaries). Reviewing these results, we conclude that the impact of unions on students' performance depends on the channel and kind of political market where unions operate, but not on the existence of unions per se.
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Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.

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On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying causes of learning shortfalls. Proximate causes include the skills and motivations of teachers, the quality of school management, the available of other inputs used in schools, and the extent to which learners come to school prepared to learn. Underlying these are the governance arrangements through which these inputs are deployed. Specialist knowledge on the proximate drivers of learning outcomes can straightforwardly be applied in countries where governance works well. However, in countries where the broader governance context is less supportive, specialist sector-specific interventions to support learning are less likely to add value. In these messy governance contexts, knowledge about the governance and political drivers of policymaking and implementation can be an important complement to sector-specific expertise. To help uncover new ways of improving learning outcomes (including in messy governance contexts), the Research on Improving Systems of Education (RISE) Programme has championed a broad-ranging, interdisciplinary agenda of research. RISE was organised around a variety of thematic and country-focused research teams that probed both proximate and underlying determinants of learning. As part of the RISE work programme, a political economy team commissioned studies on the politics of education policy adoption (the PET-A studies) for twelve countries (Chile, Egypt, Ethiopia, India, Indonesia, Kenya, Nigeria, Pakistan, Peru, South Africa, Tanzania and Vietnam). A December 2022 RISE synthesis of the individual country studies1 laid out and applied a framework for systematically assessing how political and institutional context influences learning outcomes—and used the results to suggest some ‘good fit’ soft governance entry points for improving learning outcomes across a variety of different contexts. This insight note elaborates on the synthesis paper’s argument and its practical implications.
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Tsypkin, Mikhail. Military Influence in Russian Politics. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada256718.

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