Academic literature on the topic 'Principals role in educational policy implementation'
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Journal articles on the topic "Principals role in educational policy implementation"
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Tanner, C. Kenneth, and Cheryl D. Stone. "School Improvement Policy--Site-Based Management." education policy analysis archives 6 (March 1, 1998): 6. http://dx.doi.org/10.14507/epaa.v6n6.1998.
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Have administrative functions of principals changed in schools practicing site-based management (SBM) with shared governance? To deal with this issue we employed the Delphi technique and a panel of 24 experts from 14 states. The experts, which included educational specialists, researchers, writers, and elementary school principals, agreed that the implementation of SBM dramatically influences the roles of the principal in management/administration and leadership. Data revealed that the elementary principal's leadership role requires specialized skills to support shared governance, making it necessary to form professional development programs that adapt to innovations evolving from the implementation of SBM.
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Tshabalala, Goodness, and Maitumeleng Nthontho. "Primary school principals’ experiences of the implementation of educational policy change." South African Journal of Education 44, no. 2 (2024): 1–8. http://dx.doi.org/10.15700/saje.v44n2a2376.
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In the study reported on here we explored the experiences of primary school principals in the implementation of educational policy change from an educational policy implementation (hereafter, EPI) theory perspective. With the study we aimed to provide a deeper understanding of the challenges, facilitators, and complexities encountered by school principals when navigating the implementation of educational policy change within their respective schools. Data were gathered using a qualitative research approach through in-depth interviews with purposively sampled primary school principals selected based on their direct involvement in the implementation of educational policy changes after which the data were thematically analysed. The findings of this study shed light on the multi-faceted nature of policy implementation within primary schools highlighting the pivotal role of school principals as key actors in the process. Additionally, we discovered a range of challenges faced by school principals including their missing voice in the development of educational policies, resource constraints, conflicting stakeholder interests, a lack of support and training, and resistance to change. Nevertheless, the study offers valuable insights into ways in which policy implementation unfolds within the unique context of primary schools. It further suggests a practical policy implementation model for policymakers, educational leaders, and practitioners, offering guidance on how to navigate the complexities of implementing educational policy changes effectively. Ultimately, this study contributes to the broader discourse on educational policy implementation and advances our understanding of the experiences of primary school principals as they navigate the dynamic landscape of policy change within their educational setting.
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Febyola, Velerisa, Rizki Ananda, Alta Feros, and Citra Wulandari. "Policy Analysis of Principals' Competency in Primary Schools." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 3 (2023): 1109–21. http://dx.doi.org/10.51276/edu.v4i3.527.
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Education is one of the most important aspects of the continuity of human life. The role of school principals in educational institutions is crucial and is connected with implementing various elements in carrying out their duties. Various policies under the control of school principals determine the level of educational quality success, which also depends on the school principal's policies. Problems arise when it is known that several school principals throughout the provinces of Indonesia need more competence. The purpose of this research is to investigate the implementation of school principal competency policies in elementary schools. This article is written using a qualitative approach. The results show that a school principal must fulfil and possess comprehensive skills in competency policies, especially at the elementary school level. The school principal must first understand the job description based on competency standards. Each school has its unique vision and mission compared to other schools. The determination of the vision and mission is adjusted to the school principal's goals in directing the school towards specific areas driven and supported by the surrounding school environment factors. The conclusion drawn from the conducted research is that the school principal's competency policies include social competence, supervision, entrepreneurship, managerial skills, and personality.
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Lanmai, Stefen Res, Bambang Ismanto, and Wasitohadi Wasitohadi. "Optimizing Human Capital in School Management: The Principal’s Role in Enhancing Educational Service Effectiveness." Jurnal Pendidikan Progresif 15, no. 1 (2025): 475–84. https://doi.org/10.23960/jpp.v15i1.pp475-484.
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Optimizing Human Capital in School Management: The Principal’s Role in Enhancing Educational Service Effectiveness. This research evaluates school principals' performance in improving education quality through a human capital approach. School principals have a strategic role in managing school human resources to create effective and quality educational services. This research uses a qualitative approach with evaluative methods to analyze the implementation of human capital at Lentera Ambarawa Christian Elementary School. The research results show that strategies for increasing the competency of teaching staff, optimizing administrative staff, and implementing a data-based evaluation system contribute to improving the effectiveness of schools as public services. However, there are still challenges in strengthening the reward system and continuous training for education staff. Therefore, a more systematic and sustainable human capital management policy is needed to ensure that every policy implemented positively impacts the quality of education.Keywords: principal, human capital, education quality, performance evaluation, public services.
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Romanowski, Michael H., Hissa Sadiq, Abdullah M. Abu-Tineh, Abdou Ndoye, and Mofed Aql. "Principal selection for Qatar’s government schools: Policy makers’, principals’ and teachers’ perspectives." Educational Management Administration & Leadership 48, no. 5 (2019): 893–915. http://dx.doi.org/10.1177/1741143219859006.
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Research indicates that principals are critical in school reform since the implementation of policies and practices is to a large extent determined by the role that principals play in educational change. This study examines the principal selection process used in Qatar for the government schools and identifies knowledge and skills necessary for effective principals from the perspectives of policy makers, principals and teachers working in these schools. Qualitative interviews were held with three policy makers, 21 principals and 82 teachers in focus groups. Findings provide insight into the principal selection process and demonstrate that principals should develop their decision-making skills, should advance as instructional leaders and, since government schools are very diverse, principals must be able to manage issues of nationality, culture and equality. Recommendations are offered to improve the principal selection process for principals working in Qatar or other countries in the Gulf Region.
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Shobowale, A. K., and A. V. Adebayo. "Examining School Principals' Roles in Implementing ICT Policy in Lagos State Secondary Schools, Nigeria." Global Journal of Education and Humanities 7, no. 2 (2025): 1–7. https://doi.org/10.5281/zenodo.15331336.
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The qualitative study underpinning this paper examined the roles of school principals in implementing information and communication technology policies in Lagos State secondary schools in Nigeria. The research problem centres on the complexities and gradations faced by school principals as they navigate the implementation of ICT policy in developing country settings. Drawing on Lipsky’s (1980) Policy Implementation Theory from a Bottom-Up approach, the study delved into the intricate dynamics of policy implementation within the context of education. The study interviewed eight school principals whose data was thematically analysed to capture their perspectives on policy implementation. Therefore, this paper aims to shed light on the roles and experiences of school principals and uncover key insights to inform policy implementation processes and practices. The findings revealed numerous challenges school principals face, including limited resources, inadequate training, and resistance to change. The findings also indicated that secondary school principals have a positive attitude towards ICT despite the odds involved in managing the implementation of ICT in their school environments. Results also revealed that they could not act as instructional leaders in implementing ICT in educational settings because of the unclarity of their roles in the policy guidebook.
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Ainin, Jamela, Alkhaser V. Sappayani, Koiser Sarazain, and Wenefredo Cagape. "The Unseen Burden: Unveiling the Lived Experiences of School Principals in Implementing Educational Policy." International Journal of Research in Social Science and Humanities 05, no. 10 (2024): 99–120. https://doi.org/10.47505/ijrss.2024.10.9.
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This study aimed to explore the lived experiences of school principals in implementing educational policy, determine their coping mechanisms, and unearth insights and strategies. Employing a qualitative-phenomenological approach, the research involved in-depth interviews with six school principals in Davao City. The results revealed three major themes: stakeholder engagement and collaboration, resource and capacity constraints, and communication and knowledge transfer. The study highlighted the importance of inclusive policy development, clear communication, and adaptive implementation strategies. Implications suggest a need for educational institutions to shift towards more participatory and flexible policy implementation frameworks. Future research directions include conducting longitudinal studies on long-term impacts of implementation strategies, comparative analyses across different contexts, investigating the role of technology in policy communication, and developing effective training programs for school leaders in stakeholder engagement and adaptive implementation.
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Nyakundi, James O., Prof. Marcella Momanyi, and Dr. Paschal Wambiya. "How Effectively Principals are Implementing the Ministry of Education's Policy to Support Teachers' Professional Development in Kisii County, Kenya." Journal of Africana Articles 4, no. 5 (2024): 1–12. https://doi.org/10.5281/zenodo.14535451.
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<strong>Abstract</strong> This study investigated how effectively principals are implementing the Ministry of Education policy on teacher professional development to support teachers’ professional development in Kisii County, Kenya. The Adult Learning Theory (andragogy) served as the theoretical framework for this study. With an emphasis on merging both cross-sectional and phenomenological research designs, the study used a mixed-methods research technique, notably convergent design. The study's target population included 4,436 teachers, 3,000 Form Three students, and 340 principals from 340 public secondary schools in Kisii County. The sample size for the study included 300 form three students, 354 teachers, 34 principals from 34 public secondary schools in Kisii County, and 11 Sub-County directors of education. Stratified, simple random, systematic random, and purposive sampling techniques were used in the selection of the participants. Questionnaires, a detailed interview guide, and a focus group discussion guide were used to gather the data. The study instruments received assessments for face and content validity as well reliability prior to data collection. Using descriptive statistics, such as percentages and frequencies, quantitative data was analyzed. The hypothesis was tested with the help of inferential statistics like the ANOVA and the Spearman rank correlation. Codes and categories were developed for the analysis of qualitative data. Findings indicate that despite commendable efforts being made, problems including resource shortages and differences in how policies are interpreted still remain. The study concluded that, Kisii County principals have worked very hard to implement the Ministry of Education's policy in supporting teachers' professional development into practice. To improve the consistency and effectiveness of policy execution, recommendations include policy clarity, greater training, and higher resource allocation. <strong>Key Words: </strong>Teacher professional development;<strong> </strong>Principals role in educational<strong> </strong>policy<strong> i</strong>mplementation; Professional Growth; Educational policy. <strong>Citation</strong>: Nyakundi, J.O., Momanyi, M., & Wambiya, P. (2023). How effectively principals are implementing the Ministry of Education's policy to support Teachers' Professional Development in Kisii County, Kenya. <em>Journal of Africana Articles, 4</em>(5), 1-12. DOI: https://doi.org/ 10.5281/zenodo.14535451
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Supriyadi, Dikdik. "Principal Procurement Policy Analysis in Achieving School Management Excellence." International Journal of Management Excellence 11, no. 3 (2018): 1672–79. http://dx.doi.org/10.17722/ijme.v11i3.1036.
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This research of principal procurement policy focuses on organizing Principal Leadership Preparation Program (in Bahasa Indonesia is abbreviated as PPCKS) activities with participants coming from public elementary school teachers and state junior high school teachers. The research method is qualitative using case study approach with purposeful sampling. The implementation strategy of data collection through validity test, followed by triangulation of data in the form of interview, documentation study and observation. Data analysis used is data reduction, data presentation and data verification. The results of this study illustrate that: 1) the issue of education policy in the school principal procurement sometimes raises the dualism of interests normatively and politically; 2) the implementation of school principal procurement policy through PPCKS shown that it seems the committee from Educational Office element only role in the recruitment only, beyond that all controlled by LPPKS and Educational Office only did the monitoring; 3) most principals do not have PPCKS follow-up programs. Each principal should have a program and strategy in preparing candidates for the principal to be able to produce an effective principal.
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Good, Thomas L. "In the Midst of Comprehensive School Reform: Principals’ Perspectives." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (2008): 2341–60. http://dx.doi.org/10.1177/016146810811001104.
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Background/Context The role of the principal, and especially the role of the principal in promoting school reform to increase student achievement, is a topic with a long and evolving history. Principals are believed to play a critical role in school reform because they have the potential to impact all aspects of school policy, from time allocated to recess to decisions about curriculum and instruction, teacher hiring and evaluation, assignment of students to teachers, and after-school programs. There is a growing and complex literature about the role of principal and teacher leadership in school reform and improvement, and the degree to which the principal's leadership and management can improve academic achievement is actively debated. However, most of this debate occurs on logical grounds because the empirical evidence linking principal leadership to student achievement is sparse. Research Question The interview questions assessed principals’ perceptions about degree of program implementation, school progress, and issues of teacher and student stability, and their beliefs about what policy makers should know about school reform. Population Twenty-one principals of schools involved in Comprehensive School Reform in Arizona. Research Design The research was based on interviews conducted with each of the principals. The focus of this article centers on their discussions of English language learners, teacher turnover, what students are like, teacher effort, parent involvement, budget constraints, and principal expectations for improving achievement. Conclusions Principals described some of the issues they faced in trying to improve student achievement. These issues included high numbers of students (and parents) with limited English skills, high turnover rates of teachers and students, difficulty of involving parents in schooling, inadequate and inflexible budgets, and the various constraints imposed by the pervasive conditions of poverty that surrounded these schools and their students. Yet, despite these obstacles, principals exhibited matter-of-fact and, in most cases, positive postures toward school improvement. Principals did not see their problems—especially those of students’ learning—to be intractable, but they did urge policy makers to have patience and a fuller awareness of the difficulties they face.
Dissertations / Theses on the topic "Principals role in educational policy implementation"
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Hotmire, Jesse. "Principals' Role Perception and Implementation of Educational Reform." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522678378556588.
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Chua, Paul Meng-Huat. "Loose-tight policy interpretation and implementation : principals' sense-making of educational policies in Singapore." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10055601/.
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Benton, Robin L. "The Leadership Practices of Elementary Principals in Urban Inner-City Schools of South Los Angeles That Impact Successful Implementation of School Reform." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749205.
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<p> The purpose of this study is to investigate the existing influences faced by today’s urban inner-city elementary school principals that impact the successful implementation of reform strategies as measured by student achievement data. The study examines dynamics such as the characteristics and qualities, leadership style and behavior, instructional leadership, school community, and political influences encountered by principals assigned to low-income urban inner-city schools and the impact of these forces on student achievement in South Los Angeles elementary schools. It utilizes a mixed method design phenomenological approach. The quantitative phase entails the use data from the Multifactor Leadership Questionnaire (MLQ)-5X from Mind Garden Institute and the Principal Instrumental Management Rating Scale (PIMRS) authored by Hallinger (1982). Information was collected from interviews with principals, assistant principals, and approximately 30% of classroom teachers at two underperforming schools. Grounded within the Coherence Framework by Fullan and Quinn (2015) and the Public Education Leadership Project (PELP) Coherence Framework by Childress, Elmore, Grossman, and King (2011), the study provides an insight into the effectiveness of the principal position and its impact on school reform efforts. The findings of this study revealed the transformative style of leadership is most preferred as it allows stakeholder voice in decision-making. Data also verified that urban innercity principals devote the least amount of time in their day to instructional leadership activities. These activities are focused on framing the school’s goals and coordinating the school curriculum and require emphasis on engaging in the behaviors that develop the school’s learning climate. Moreover, several themes emerged from the study. These included (a) teacher “voice” in school-wide decisions impacts reform efforts; (b) the school community severely impacts the principal’s decision-making towards school improvement; (c) the principal’s style of leadership influences teacher commitment; (d) the political/district influences can limit reform efforts.</p><p>
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Watson, Rodney Eugene Davis Donna M. "A qualitative study of the role of core beliefs of elementary school principals in the implementation of No Child Left Behind." Diss., UMK access, 2007.
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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2007.<br>"A dissertation in urban leadership and policy studies in education and education." Advisor: Donna Davis. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed July 30, 2008. Includes bibliographical references (leaves 171-188). Online version of the print edition.
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Asikin-Garmager, Asih. "Indonesian public school principals' enactment of agency within the boundaries set by social systems." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5409.
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Background: Indonesian schools are in the midst of implementing a new reform initiative, the 2013 Curriculum, mandated by the Indonesian Ministry of Education and Culture. The new curriculum requires a drastic change in instructional practices from the traditionally teacher-centered to student-centered instruction. As school leaders, principals play an important role in the implementation and enactment of the 2013 Curriculum in schools. This research explores the leadership practices of Indonesian school principals in facilitating the implementation of new reform policies and initiatives.
Purpose: The study served two purposes. The first was to examine Indonesian public school principals’ enactment of agency within the boundaries set by the social systems around them as they implemented the 2013 Curriculum. The second purpose was to develop a framework that can be used as a lens to further study school leadership practices in the context of Indonesia. Two research questions guided this study: (1) What leadership practices are shaped by which social systems and values? and (2) How does principal agency manifest when implementing the 2013 Curriculum? Responses to the research questions were used to develop the framework.
Data Collection and Analysis: A case study for theory development approach to qualitative research was used. The study took place in the northern area of a small island located in east Indonesia. The primary source of data came from multiple interviews with three public elementary school principals whose schools served as pilot schools for the 2013 Curriculum. In addition to principal interviews, interview with teachers, documents, and observation field notes served as data sources. The data collected were analyzed and manually coded following the data analysis procedures of grounded theory. In the first coding cycle, I coded the data by assigning descriptive and InVivo codes summarizing topics. The second coding cycle involved assigning concepts and categories based on the open codes from the first cycle with a focus on the principals’ actions in facilitating the implementation process. In the third cycle, I compared the concepts and categories to respond to the research questions and examined the relationships between the concepts and categories to develop the framework from the ground up.
Findings: The data analyzed indicated there are three major systems shaped the principals’ leadership practices during the implementation of the 2013 Curriculum: the educational system, the local culture and community, and the school system. In addition to the three systems, the principals’ personal and professional values served to guide the way they led their schools in alignment with the goals of the 2013 Curriculum. The systems and values provided them with rules and resources on which the principals drew in deciding specific actions to perform in order to meet the written and unwritten expectations of their stakeholders. The principals’ enactment of agency was primarily in the form of complying with government orders and balancing expectations from multiple systems, which, then, led to the discovery of three leadership categories in the implementation process: (1) compliance, (2) negotiation, and (3) independence. Compliance refers to those practices the principals perform to satisfy government expectations. Negotiation refers to practices the principals perform in their efforts to juggle expectations and pressures coming from multiple systems. Independence refers to practices the principals perform as they respond to government policies and regulations, as well as community expectations, in a way that is aligned with their personal and professional values.
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Row, Timothy. "An Act of Interpretation? : A case study exploring the role of school principals in implementing educational reforms in Swedish upper secondary schools." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-170055.
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Denna uppsats undersöker vilken roll två rektorer för gymnasieskolor spelar för hur den nya skollagen tolkas och implementeras. Tidigare forskning kring rektorrollen i Sverige har visat att kommunaliseringsreformerna under 1990-talet ledde till att styrdokumenterna fick mycket större utrymme för tolkning. I detta läge har kontextuella faktorer blivit allt viktigare för att avgöra hur rektorer förhåller sig till styrdokumenterna. Begrepp såsom styrmedel, ledarskapsnormer samt personliga normer är relevanta i detta avseende. Utgår man från fallstudiens empiriska material kan det föreslås att de två skolornas profil och organisation har en viktog roll i att avgöra vilka delar av skollagen de respektive rektorerna väljer att fokusera på. De här faktorerna bidrar således till hur rektorer väljer att betrakta sin roll in skollagens genomförande. Fallstudiens resultat diskuteras i ljuset av såväl tidigare forskning som samhällsdebatten kring utbildningsreformerna. På basis av den empiriska materialet resonerar uppsatsen att rektorerna har behållit ett visst mått av tolkningsutrymme vad gäller specifika åtgärder, trots att skollagen ökar statens juridiska makt överlag. Däremot anser rektorer att skollagens tydlighet på många punkter har gjort att rektorer upplever skollagens tolkningsutrymme som relativt begränsat.<br>This dissertation explores the role of two Swedish upper secondary school principals in the process of interpreting and implementing the Education Act. Previous research around the role of school principals in Sweden has shown that decentralization reforms in the 1990’s has resulted in much broader interpretative frameworks for central steering documents. In this situation contextual factors are important for determining how principals relate to central steering documents. Concepts such as governing tools, leadership style and personal norms are relevant in relation to this process. Based on the empirical material gathered in the case study it is suggested that the profile and internal organization of the two schools in question play an important role in determining which parts of the Act the respective principals choose to focus on. These factors thus help shape how the principal sees his/her role in the implementation of the Act. The results of the case study are discussed in the light of such previous research, as well as a wider political debate around the recent educational reforms. On the basis of the empirical material it is proposed that although the Education Act increases the judicial powers of school principals, principals still retain some independence vis-à-vis the state with regard to the implementation of certain specific measures contained within the Act. Nevertheless, principals express the view that the clarity of the Act on many points has ensured that the degree of free interpretive space experienced by principals with regard to the Act has been relatively small.
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Meneses-Trejo, Maria J. "A comparison of effective leadership characteristics and policy implementation : the role of educational leaders in developing and maintaining an environment that improves efficiency in schools /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2002. http://uclibs.org/PID/11984.
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Thesis (Ph. D.)--Joint Doctoral Program in Educational Leadership (California State University, Fresno and University of California, Davis).<br>Typescript. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses).
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Ma, Suet-chun Phyeon, and 馬雪珍. "How a principal's role influences ICT implementation in a Hong Kong primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29717851.
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Uugwanga, Nicodemous Natangwe. "The professional preparedness of the primary school principals in the Oshikoto Region of Nothern Namibia to Implement the policy on the National Standards for School Leadership and Management." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3787_1256290783.
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<p>After seventeen years since the apartheid education system was abolished in Namibia, the education system remains stagnant. The governmenthas been spending big budgets on Education. The Ministry of Education introduced various educational ploicies and innovations aimed to change the Education system. Yet, the quality of education remains poor. Although there are seemingly various reasons why the quality of education system is poor, education policies are not implemented effectively to bring about the desired quality of education and the desired quality of educationand continuous improvement of schools. There is a lack of commitment and culture of learning, which are said to be the preconditions for educational change. And practitioners seem to lack the urgency required to implement policies. Notwithstanding this, there seem to be another reason why policies are not iplementedeffectively in schools. This research study argues thatprofessional preparation of principals to implement educational policies is done intensively and rigorously. Hence, such professional preparedness of the school leaders is noot impacting effectively on their leaadership and management in schools.</p>
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Khasanova, Fatikha Ilgizovna. "The Role of the EU-Turkey Joint Action Plan in Syrian Refugees' Educational Integration into Turkish Society: A Qualitative Case-Study of Policy Implementation." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586968891475959.
Full textBooks on the topic "Principals role in educational policy implementation"
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Ivanov, Ivan, Vyacheslav Rusin, Il'ya Rozhkov, Vitaliy Cherenkov, and Sergey Savinkov. Price management. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1876530.
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The textbook reveals the development of the theoretical foundations of value and price at various stages of the evolution of economics, as well as in modern market conditions. The interrelation of the economic policy of the enterprise with key price categories is revealed: pricing policy, principles and methods of pricing, pricing strategy and tactics. The universal role of price in the economy is revealed, its mission is explained, and the classification of prices is given. The economic functions of the price and the principles of pricing are determined. Considerable attention is paid to practical issues of price management: the process of developing a pricing policy; the use of various methods and methods of pricing; the choice and implementation of a pricing strategy; the formation of prices taking into account various external factors. 
 Complies with the federal state educational standards of higher education of the latest generation.
 For students, economists, managers, marketers and other practitioners interested in the possibilities of price management in modern market conditions.
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Razumova, Tat'yana, Natal'ya Spiridonova, Irina Durakova, et al. Personnel management in Russia: vector of humanization. Book 7. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1060850.
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The monograph contains the results of studies concerning: first, the evolution of ideas and practice of humanization in the personnel policy of the state; second, the implementation of the principles of humanization in work with the personnel of economic subjects: talent management, renewal of working capacity of older workers, building a dual career, building a strong corporate culture, the development of the additional professional education system; thirdly, problems related to industry characteristics personnel work, drawing on international experience of vocational rehabilitation and employment promotion of persons with disabilities, concerning the roles of personal characteristics and character pathology in the context of modern life; fourth, approaches to the weakening of the precarization of labor, University teachers, gender discrimination in the labour market, working with a "toxic" staff, to prevent stress in the workplace.
 Addressed to scientific-pedagogical and practical workers in the sphere of work with personnel; graduate students, undergraduates, students, professional interests which relate to issues of personnel management.
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Aushev, Tamerlan, Radik Bagautdinov, Nikolay Bolotov, et al. Russia in the XXI century: a modernization project. Education. Economy. Society. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1439626.
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The monograph is devoted to the role of higher education in the implementation of the tasks of socio-economic modernization of Russia in the XXI century. The authors explore the latest experience in training qualified personnel for the domestic banking system, public administration, and legal institutions. On the example of the Republic of Bashkortostan, the prospects for the participation of universities in the development of the scientific, educational and technological space of the subjects of the Russian Federation are analyzed.
 The article reveals the relationship between the development of the education system and the implementation of the priority directions of the state policy of the Russian Federation aimed at creating a knowledge economy and strengthening the competitive position of Russian business in the modern global economy.
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Antipina, Irina, Malika Balayeva, Elena Gulicheva, et al. IMPROVING PROFESSIONAL SKILLS AND COMPETENCIES IN THE MANAGEMENT OF INTERNATIONAL ACTIVITIES OF RUSSIAN UNIVERSITIES: NATIONAL INTERESTS AND REGIONAL DEVELOPMENT. Publishing Center RIOR, 2022. http://dx.doi.org/10.29039/02103-3.
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The monograph was prepared following the results of the XX All-Russian Conference and the XXX All-Russian school-seminar "Integration of Russian universities into the world educational and scientific space, taking into account regional peculiarities". The conference and the school-seminar were devoted to the discussion of: the processes of deformation of the professional personnel link in the management of the international activities of Russian universities that have occurred in recent decades, and the need to take operational measures to stabilize the professional personnel resource in order to optimally use the potential of Russian universities for the full implementation of the National Security Strategy of the Russian Federation and the Concept of Humanitarian Policy of the Russian Federation abroad; issues of state legal regulation of educational migration in the changed geopolitical conditions; analysis of best practices and new solutions for attracting foreign students to study at universities of the Russian Federation; analysis of the features of the development of intellectual migration processes in modern conditions, the place and role of the Russian language and culture in them.
 The proposed materials can be useful to specialists of the Department of the education system of Russia and its regions, employees of federal and regional authorities and management, as well as regional associations of academic mobility.
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Semenova, Nadezhda, Svetlana Artemyeva, Svetlana Busalova, Ol'ga Eremina, and Svetlana Makeikina. State and municipal finance. Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/01853-8.
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The textbook reveals the theoretical and practical foundations of the organization of state and municipal finance. It examines the economic role and functions of the state, the current state of the state and municipal sectors of the economy, public finance management, the essence of the budget and state extra-budgetary funds, the organization of the budget process. Priorities and main directions of development of the budget structure and budget system of the Russian Federation, tendencies of development of sovereign funds of the state as a monetary resource are analyzed. Special attention is paid to the formation and implementation of the budget policy of the Russian Federation, the formation of inter-budgetary relations, trends in the development of public credit and public debt, the peculiarities of the provision of state (municipal) services and procurement. 
 The content of the textbook meets the requirements of the Federal state educational institution IN the areas of bachelor's and master's degrees of the enlarged group of specialties 380000 "Economics and management".
 The textbook is intended for students, postgraduates and teachers of economic and managerial areas of training, students of courses and faculties of qualification improvement, employees of financial authorities and persons independently studying state and municipal Finance.
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Dawson, Linda J. Art of Governing Coherently: Mastering the Implementation of Coherent Governance and Policy Governance. Rowman & Littlefield Publishers, Incorporated, 2019.
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Quinn, Randy, and Linda J. Dawson. Art of Governing Coherently: Mastering the Implementation of Coherent Governance® and Policy Governance®. Rowman & Littlefield Publishers, Incorporated, 2018.
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Quinn, Randy, and Linda J. Dawson. Art of Governing Coherently: Mastering the Implementation of Coherent Governance® and Policy Governance®. Rowman & Littlefield Publishers, Incorporated, 2018.
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Fabel, Michelle Ann. An examination of issues surrounding fund-raising in Ontario public education. 2006.
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SAHAIDAK, Mykhailo, ed. STRATEGIC IMPERATIVES OF MODERN MANAGEMENT. Kyiv National Economic University named after Vadym Hetman, 2024. http://dx.doi.org/10.35668/978-966-926-500-5.
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This study examines issues of modern management and trends in its development. Its evolution from the end of the 19th century to the present is presented. The current state of management systems is analyzed, attention is paid to trends in the development of management science and practice, which have developed and are still being formed, as well as objective factors that affect the specified process. Globalization, as a phenomenon, is a complex and multifaceted process that affects various aspects of society, economy, and politics. In the context of business and management, globalization creates new opportunities for the development of international businesses, but at the same time poses challenges and threats associated with competition, cultural differences, and regulation. The main approaches to evaluating the business model of an enterprise are summarized. The principles of business model evaluation based on the principles of its innovativeness, adaptability and sustainability are defined. A system of evaluation methods and tools is formed, the conditions for their application, tasks and opportunities for making management decisions based on the evaluation are identified. A comparative assessment of the features of the formation of generations X, Y, Z, Alpha, events that formed these generations was carried out; their values, attitude to work, desire for feedback. It is noted that the theory of generations plays an important role in understanding these features and forming strategies for managing the development of human capital, since each generation has its own values, beliefs and approaches to work and learning. The issue of building an effective personnel motivation system at the enterprise is under consideration. The essence and advantages of implementing the policy of diversity and inclusion at modern enterprises are considered. It was emphasized that compliance with the policy of personnel diversity and inclusion of the workplace will allow attracting and retaining the necessary employees with high motivational readiness at the enterprise. The examines and analyzes contemporary challenges facing enterprises in a dynamic business environment, particularly in the context of the necessity for digital transformation and the formation of digital intelligence to ensure competitiveness. Proposed practical recommendations for organizations on the effective implementation of digital innovations in strategic management and achieving competitive advantage in a dynamic business environment. The study results of the influence of ESG and sustainability ratings on the multinational banks' war response strategies based on the Yale CELI database of companies leaving and staying in Russia are presented. It presents various aspects of sustainable development management in the context of modern management. The impact of globalization on the process of managing sustainable development and the role of public administration in this context are also considered. Additionally, the integration of sustainability concepts into local management practices and ethical aspects related to sustainability management are highlighted. Substantiates the importance of transition to an adaptive approach in the state regulation of investment activity and increase of the country's investment attractiveness in modern conditions. It has been established that adaptive regulation contributes to the achievement of stability and efficiency in the economic system, rapid response to external and internal challenges. The advisability of improving the methodologies of ESG rating providers is substantiated. The special importance of the leadership institute for the development of ecosocial management was revealed and, as a result, an analysis of the activities of the most successful innovative leaders of today was carried out, the result of which is the sustainable development and successful implementation of ecosocial management mechanisms at modern enterprises. It is established that today digital transformation is the use of digital technologies as a tool for reengineering business processes in higher education institutions. The main problematic aspects of the digitalization of education include the problem of adopting innovations, increasing the additional workload of teachers, shifting the vector of pedagogical work, and digital inequality. The challenges arising in the higher education system due to the development of artificial intelligence are identified in the results of scientific research. Artificial intelligence is revealed to be an important enabling mechanism for expanding teaching and learning opportunities, administering the educational process, and enhancing research potential. Higher education institutions can harness the transformative potential of artificial intelligence by using it responsibly and effectively. Based on a comprehensive analysis of real-life examples and research, the opportunities and challenges posed by MOOCs are discussed, as well as their implications for the future of quality provision in higher education.
Book chapters on the topic "Principals role in educational policy implementation"
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Lowenhaupt, Rebecca. "The Structure of Leadership Language: Rhetorical and Linguistic Methods for Studying School Improvement." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_8.
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AbstractIn this chapter, I discuss the justification for a linguistic turn in the study of school improvement with an emphasis on the language of leadership, and in particular persuasion, in the implementation of reform. In addition to exploring the ways in which discourse analysis can be used more generally to understand the nature of school improvement, I also focus on the particular method of rhetorical analysis as it can be leveraged to understand how the structure of language can be in and of itself an improvement strategy for educational leaders. After discussing the methodological approach, I share examples of studies of principals’ talk in the context of reform and the findings that emerged. I then consider the methodological implications of this rhetorical and linguistic turn, before ending with implications for future research and practice about the role of language in improvement efforts.
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Dietze, Torsten, Lisa Marie Wolf, Vera Moser, and Jan Kuhl. "Fragmentation Management from Policy to Practice. Special Educational Needs Teachers (SEN Teachers) in Mainstream Schools in Germany." In Policy Implications of Research in Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36970-4_10.
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AbstractInclusive education is one of the most far-reaching reform projects in school policy since decades in Germany. In the perspective of educational governance the chapter examines how and by which stakeholders the job profile and role clarification of special educational needs teachers (SEN teachers) in primary schools in Germany is steered. The analysis is based on data from the project FOLIS, which used a mixed-methods design to interview school administration experts, school principals, and SEN teachers from 4 out of 16 federal states. The results show a “fragmentary form” of steering, which is in essence limited to measures of input control and largely excludes elements of output control. Within the single schools, several ways of negotiation on tasks and task distributions of the SEN teachers were found. The responsibility for daily inclusive education is shifted to the responsibility of each individual school, and within the individual school largely to the SEN teachers themselves. Written agreements to clarify the SEN teachers’ areas of responsibility are rarely used and SEN-teachers are pushed into the role of a “fragmentation-manager”. The results of the study show that inclusive education is a very fruitful field of research in the policy-practice nexus.
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Costa, Estela, Mónica Baptista, and Carolina Carvalho. "The Portuguese Educational Policy to Ensure Equity in Learning in Times of Crises." In Primary and Secondary Education During Covid-19. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_8.
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AbstractThis study aims to analyze the Portuguese government policy pronouncements to face COVID-19 and to examine how the policy measures have been enacted and interpreted by teachers to ensure equity in learning. The study is rooted on a cognitive approach to public policy, and grounds on the notion of theréférentiel. A qualitative and interpretative methodology was used, based on the analysis of official and public documents prepared and made available during the confinement period (March to July 2020) on the Ministry of Education website. Also, interviews were conducted with 15 teachers from various Portuguese schools. Findings show that public authorities quickly responded using informative (e.g., websites to support schools, a TV program, YouTube channels) and communicational (e.g., Facebook, a platform for school principals, email to pose questions) tools. Moreover, the pandemic crisis put equity issues at the center of all concerns and led to the discussion around equity in education to become more pronounced. The differences between distance and in person learning have been made clear while vulnerable students were forced to stay at home, with little or no conditions to learn and without support for studying. We conclude that the general guiding principles behind the policy measures to combat the pandemic at the state and school level were based in a referential that incorporates the constitutional right of ‘school for all’, which is focused on schools’ educational role, while also assigning schools social and economic responsibilities.
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Moller, Virginia. "Leading for Love, Life, Wisdom, and Voice in Steiner Schools: Constraints and Conditions of Possibility." In Living Well in a World Worth Living in for All. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-7985-9_5.
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AbstractThis chapter interweaves two stories: the first is the story of Steiner education as one important voice in keeping focus on what matters in education and its transformative promise through the core pedagogical values of love, life, wisdom, and voice. The second story is based on the author’s autoethnographical research on leading practices of Steiner school principals over a period of major change and crisis in a Steiner school’s life. This research included the use of the theory of practice architectures to uncover unsustainable contradictions in the way we work in Steiner schools which constrain the full promise of the educational approach as an engine room for social change and renewal. These contradictions include doubt and uncertainty about the role of the principal and of leadership itself; and the depth of the emotional load of the principal and teachers in holding the competing ideological and pedagogical tensions of the Steiner and broader educational policy environment. Maintaining the integrity of the higher purposes of Steiner education involves leading practices which move away from the unsustainable tensions to encompass intentional hierarchy and healthy collaboration, and a repositioning of Steiner education from the margins to a legitimate part of a diverse educational mainstream.
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Al Nuaimi, Buthaina Ali, Hend Zainal, and Francisco Marmolejo. "Educational Continuity During the COVID-19 Pandemic at Qatar Foundation’s MultiverCity." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_15.
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AbstractSince 1995, the Qatar Foundation (QF) has played a key role in the development of Qatar through education, science, and community development. QF is an “umbrella” array of more than 50 entities covering the entire educational system from PreK-12 schools to doctoral higher education, in addition to a variety of related organizations supporting innovation, health, culture, and community development. This case study examines how the QF Multiverse-city (MultiverCity) model has created synergies between Higher Education and Pre-University Education, which have contributed to support educational continuity during the pandemic across the Foundation and beyond. All the programs shifted to the online delivery mode and new professional development programs and online resources were designed and delivered to teachers to support them in this sudden transition. Also, QF organized a series of virtual global conferences addressing the impact of COVID-19 on education, the responses of schools and systems, and how to reimagine education postcrisis. An electronic publication discussing the different experiences shared in the conference with policy recommendations is being released with the aims of informing policymakers and educators in Qatar and globally.The unique ecosystem of QF has shown its advantages by witnessing a significant proliferation of initiatives devoted to supporting the continuation of elementary and secondary education both in QF schools and nationwide. One of the success factors of these initiatives is the strong links and partnerships that QF has established between its entities and all the education stakeholders nationally and internationally over the past 25 years. Community outreach and support to PreK-12 education have always been integral to QF strategy. At the same time, the pandemic has provided opportunities for further impact research, and for further learning about the impact of contingencies, implementation of emergency plans, and best practices for more effective connectedness between different levels of the educational system.
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Al Nuaimi, Buthaina Ali, Hend Zainal, and Francisco Marmolejo. "Educational Continuity During the COVID-19 Pandemic at Qatar Foundation’s MultiverCity." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_15.
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AbstractSince 1995, the Qatar Foundation (QF) has played a key role in the development of Qatar through education, science, and community development. QF is an “umbrella” array of more than 50 entities covering the entire educational system from PreK-12 schools to doctoral higher education, in addition to a variety of related organizations supporting innovation, health, culture, and community development. This case study examines how the QF Multiverse-city (MultiverCity) model has created synergies between Higher Education and Pre-University Education, which have contributed to support educational continuity during the pandemic across the Foundation and beyond. All the programs shifted to the online delivery mode and new professional development programs and online resources were designed and delivered to teachers to support them in this sudden transition. Also, QF organized a series of virtual global conferences addressing the impact of COVID-19 on education, the responses of schools and systems, and how to reimagine education postcrisis. An electronic publication discussing the different experiences shared in the conference with policy recommendations is being released with the aims of informing policymakers and educators in Qatar and globally.The unique ecosystem of QF has shown its advantages by witnessing a significant proliferation of initiatives devoted to supporting the continuation of elementary and secondary education both in QF schools and nationwide. One of the success factors of these initiatives is the strong links and partnerships that QF has established between its entities and all the education stakeholders nationally and internationally over the past 25 years. Community outreach and support to PreK-12 education have always been integral to QF strategy. At the same time, the pandemic has provided opportunities for further impact research, and for further learning about the impact of contingencies, implementation of emergency plans, and best practices for more effective connectedness between different levels of the educational system.
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Preti, Sara, and Enrico di Bella. "Gender Equality as EU Strategy." In Social Indicators Research Series. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-41486-2_4.
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AbstractGender equality is an increasingly topical issue, but it has deep historical roots. The principle of gender equality found its legitimacy, even if limited to salary, in the 1957 Treaty of Rome, establishing the European Economic Community (EEC). This treaty, in Article 119, sanctioned the principle of equal pay between male and female workers. The EEC continued to protect women’s rights in the 1970s through equal opportunity policies. These policies referred, first, to the principle of equal treatment between men and women regarding education, access to work, professional promotion, and working conditions (Directive 75/117/EEC); second, to the principle of equal pay for male and female workers (Directive 76/207/EEC); and finally, enshrined the principle of equal treatment between men and women in matters of social security (Directive 79/7/EEC). Since the 1980s, several positive action programmes have been developed to support the role of women in European society. Between 1982 and 2000, four multiyear action programmes were implemented for equal opportunities. The first action programme (1982–1985) called on the Member States, through recommendations and resolutions by the Commission, to disseminate greater knowledge of the types of careers available to women, encourage the presence of women in decision-making areas, and take measures to reconcile family and working life. The second action programme (1986–1990) proposed interventions related to the employment of women in activities related to new technologies and interventions in favour of the equal distribution of professional, family, and social responsibilities (Sarcina, 2010). The third action programme (1991–1995) provided an improvement in the condition of women in society by raising public awareness of gender equality, the image of women in mass media, and the participation of women in the decision-making process at all levels in all areas of society. The fourth action programme (1996–2000) strengthened the existing regulatory framework and focused on the principle of gender mainstreaming, a strategy that involves bringing the gender dimension into all community policies, which requires all actors in the political process to adopt a gender perspective. The strategy of gender mainstreaming has several benefits: it places women and men at the heart of policies, involves both sexes in the policymaking process, leads to better governance, makes gender equality issues visible in mainstream society, and, finally, considers the diversity among women and men. Among the relevant interventions of the 1990s, it is necessary to recall the Treaty of Maastricht (1992) which guaranteed the protection of women in the Agreement on Social Policy signed by all Member States (except for Great Britain), and the Treaty of Amsterdam (1997), which formally recognised gender mainstreaming. The Treaty of Amsterdam includes gender equality among the objectives of the European Union (Article 2) and equal opportunity policies among the activities of the European Commission (Article 3). Article 13 introduces the principle of non-discrimination based on gender, race, ethnicity, religion, or handicaps. Finally, Article 141 amends Article 119 of the EEC on equal treatment between men and women in the workplace. The Charter of Fundamental Rights of the Nice Union of 2000 reaffirms the prohibition of ‘any discrimination based on any ground such as sex’ (Art. 21.1). The Charter of Fundamental Rights of the European Union also recognises, in Article 23, the principle of equality between women and men in all areas, including employment, work, and pay. Another important intervention of the 2000s is the Lisbon strategy, also known as the Lisbon Agenda or Lisbon Process. It is a reform programme approved in Lisbon by the heads of state and governments of the member countries of the EU. The goal of the Lisbon strategy was to make the EU the most competitive and dynamic knowledge-based economy by 2010. To achieve this goal, the strategy defines fields in which action is needed, including equal opportunities for female work. Another treaty that must be mentioned is that of Lisbon in 2009, thanks to which previous treaties, specifically the Treaty of Maastricht and the Treaty of Rome, were amended and brought together in a single document: the Treaty on European Union (TEU) and the Treaty on the Functioning of the European Union (TFEU). Thanks to the Lisbon Treaty, the Charter of Fundamental Rights has assumed a legally binding character (Article 6, paragraph 1 of the TEU) both for European institutions and for Member States when implementing EU law. The Treaty of Lisbon affirms the principle of equality between men and women several times in the text and places it among the values and objectives of the union (Articles 2 and 3 of the TEU). Furthermore, the Treaty, in Art. 8 of the TFEU, states that the Union’s actions are aimed at eliminating inequalities, as well as promoting equality between men and women, while Article 10 of the TFEU provides that the Union aims to ‘combat discrimination based on sex, racial or ethnic origin, religion or belief, disability, age, or sexual orientation’. Concerning the principle of gender equality in the workplace, the Treaty, in Article 153 of the TFEU, asserts that the Union pursues the objective of equality between men and women regarding labour market opportunities and treatment at work. On the other hand, Article 157 of the TFEU confirms the principle of equal pay for male and female workers ‘for equal work or work of equal value’. On these issues, through ordinary procedures, the European Parliament and the Council may adopt appropriate measures aimed at defending the principle of equal opportunities and equal treatment for men and women. The Lisbon Treaty also includes provisions relating to the fight against trafficking in human beings, particularly women and children (Article 79 of the TFEU), the problem of domestic violence against women (Article 8 of the TFEU), and the right to paid maternity leave (Article 33). Among the important documents concerning gender equality is the Roadmap (2006–2010). In 2006, the European Commission proposed the Roadmap for equality between women and men, in addition to the priorities on the agenda, the objectives, and tools necessary to achieve full gender equality. The Roadmap defines six priority areas, each of which is associated with a set of objectives and actions that makes it easier to achieve them. The priorities include equal economic independence for women and men, reconciliation of private and professional life, equal representation in the decision-making process, eradication of all forms of gender-based violence, elimination of stereotypes related to gender, and promotion of gender equality in external and development policies. The Commission took charge of the commitments included in the Roadmap, which were indirectly implemented by the Member States through the principle of subsidiarity and the competencies provided for in the Treaties (Gottardi, 2013). The 2006–2010 strategy of the European Commission is based on a dual approach: on the one hand, the integration of the gender dimension in all community policies and actions (gender mainstreaming), and on the other, the implementation of specific measures in favour of women aimed at eliminating inequalities. In 2006, the European Council approved the European Pact for Gender Equality which originated from the Roadmap. The European Pact for Gender Equality identified three macro areas of intervention: measures to close gender gaps and combat gender stereotypes in the labour market, measures to promote a better work–life balance for both women and men, and measures to strengthen governance through the integration of the gender perspective into all policies. In 2006, Directive 2006/54/EC of the European Parliament and Council regulated equal opportunities and equal treatment between male and female workers. Specifically, the Directive aims to implement the principle of equal treatment related to access to employment, professional training, and promotion; working conditions, including pay; and occupational social security approaches. On 21 September 2010, the European Commission adopted a new strategy to ensure equality between women and men (2010–2015). This new strategy is based on the experience of Roadmap (2006–2010) and resumes the priority areas identified by the Women’s Charter: equal economic independence, equal pay, equality in decision-making, the eradication of all forms of violence against women, and the promotion of gender equality and women’s empowerment beyond the union. The 2010–2015 Strategic Plan aims to improve the position of women in the labour market, but also in society, both within the EU and beyond its borders. The new strategy affirms the principle that gender equality is essential to supporting the economic growth and sustainable development of each country. In 2010, the validity of the Lisbon Strategy ended, the objectives of which were only partially achieved due to the economic crisis. To overcome this crisis, the Commission proposed a new strategy called Europe 2020, in March 2010. The main aim of this strategy is to ensure that the EU’s economic recovery is accompanied by a series of reforms that will increase growth and job creation by 2020. Specifically, Europe’s 2020 strategy must support smart, sustainable, and inclusive growth. To this end, the EU has established five goals to be achieved by 2020 and has articulated the different types of growth (smart, sustainable, and inclusive) in seven flagship initiatives. Among the latter, the initiative ‘an agenda for new skills and jobs’, in the context of inclusive growth, is the one most closely linked to gender policies and equal opportunities; in fact, it substantially aims to increase employment rates for women, young, and elderly people. The strategic plan for 2010–2015 was followed by a strategic commitment in favour of gender equality 2016–2019, which again emphasises the five priority areas defined by the previous plan. Strategic commitment, which contributes to the European Pact for Gender Equality (2011–2020), identifies the key actions necessary to achieve objectives for each priority area. In March 2020, the Commission presented a new strategic plan for equality between women and men for 2020–2025. This strategy defines a series of political objectives and key actions aimed at achieving a ‘union of equality’ by 2025. The main objectives are to put an end to gender-based violence and combat sexist stereotypes, ensure equal opportunities in the labour market and equal participation in all sectors of the economy and political life, solve the problem of the pay and pension gap, and achieve gender equality in decision-making and politics. From the summary of the regulatory framework presented, for the European Economic Community first, then for the European Community, and finally for the European Union, gender equality has always been a fundamental value. Interest in the issues of the condition of women and equal opportunities has grown over time and during the process of European integration, moving from a perspective aimed at improving the working conditions of women to a new dimension to improve the life of the woman as a person, trying to protect her not only professionally but also socially, and in general in all those areas in which gender inequality may occur. The approach is extensive and based on legislation, the integration of the gender dimension into all policies, and specific measures in favour of women. From the non-exhaustive list of the various legislative interventions, it is possible to note a continuous repetition of the same thematic priorities which highlights, on the one hand, the poor results achieved by the implementation of the policies, but, on the other hand, the Commission’s willingness to pursue the path initially taken. Among the achievements in the field of gender equality obtained by the EU, there is certainly an increase in the number of women in the labour market and the acquisition of better education and training. Despite progress, gender inequalities have persisted. Even though women surpass men in terms of educational attainment, gender gaps still exist in employment, entrepreneurship, and public life (OECD, 2017). For example, in the labour market, women continue to be overrepresented in the lowest-paid sectors and underrepresented in top positions (according to the data released in the main companies of the European Union, women represent only 8% of CEOs).
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Tomaszewska-Krygicz, Justyna. "Construction Versus Circular Economy." In Springer Proceedings in Materials. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-72955-3_2.
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AbstractClosing the loop of materials circulation is certainly the right way to decrease the pressure humans place on the environment. Although many efforts have been made toward effective mitigation of anthropogenic impacts, mostly on the policy dimension, there is still much more to do. The transformation affects every phase of the building’s lifecycle, which therefore requires the engagement of all value chain actors and suppliers, often assigning them new roles and responsibilities. The experiences gained from over a decade of the EU’s journey towards CE clearly indicate that, regardless of how good the legal regulations are and how effective the educational efforts are, achieving the goals of maintaining resources in the economy is not possible without the implementation of innovation and proper business models. Considering that materials and resources marketplaces are among the most common areas of Contech investment, it is worth considering what role polymer concrete composites (CPC) may play in the sector's quest for circularity. This article will try to find an answer to this dilemma by discussing the meaning of CE for the sector, its main drivers, and implications for the supply chain.
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Moutselos, Michalis, and Georgia Mavrodi. "Diaspora Policies, Consular Services and Social Protection for Greek Citizens Abroad." In IMISCOE Research Series. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51245-3_13.
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Abstract The policies of the Greek state vis-à-vis Greek citizens residing abroad are better developed in some areas (pension, cultural/education policy), but very embryonic in others (social protection, family-related benefits). The institutions representing and aggregating the interests of the Greek diaspora, such as the General Secretariat for Greeks Abroad and the World Council of Hellenes abroad of the Ministry of Foreign Affairs, reflect earlier periods of Greek migration during the post-war period, but meet less adequately the needs of recent migrants, especially following the post-2010 Greek economic crisis. At the same time, political parties continue to play an active role in the relationship between diaspora and the homeland. The policies of the Greek state, especially when exercised informally or with regard to cultural and educational programs, are also characterized by an emphasis on blood, language and religious ties, and are offshoots of a long-standing history of migration to Western Europe, North America and Australia. Possible developments, such as the long-overdue implementation of the right to vote from abroad, an official registrar for Greek citizens residing abroad, new programs of social protection in Greece and new economic incentives for return might change the diaspora policies of the Greek state in the next decades.
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Müller, Angela, Ethan Wilson, and Tatiana Ivanova. "Policy-Making for Inclusive and Multicultural Education Systems." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2024. https://doi.org/10.4018/979-8-3693-8317-9.ch010.
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This chapter explores the complexities of policy-making for inclusive and multicultural education systems, with a particular focus on how national policies respond to the challenges of fostering diversity and equity in an increasingly interconnected world. By conducting a comparative analysis of education policies from countries such as Canada, Australia, and Germany, the chapter identifies both successes and challenges in implementing multicultural education frameworks. It highlights key principles for effective policy design, including equity, cultural competency, and stakeholder engagement. Additionally, the chapter discusses the political, social, and economic barriers that hinder the development and implementation of inclusive education policies, while providing insights into tools and methods for monitoring and evaluating their impact. The role of technology and international collaborations is also explored as a future direction for enhancing multicultural education.
Conference papers on the topic "Principals role in educational policy implementation"
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Beizitere, Ilona, Ieva Brence, and Baiba Rivza. "The Europe Union green deal as a factor for changes in business: the educational perspective." In Research for Rural Development 2024 : annual 30th international scientific conference. Latvia University of Life Sciences and Technologies, 2024. https://doi.org/10.22616/rrd.30.2024.048.
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Sustainability, green growth and the European Union Green Deal principles are the cornerstones that should and will affect our lives. The aim of the paper is to provide possible improvements to higher education programmes to promote the implementation of the EU Green Deal as a factor for changes in business. The research is based on investigations into the entrepreneurship students’ knowledge of the EU Green Deal. A theoretical analysis of literature and policy documents were investigated to develop an appropriate questionnaire for the survey of Latvian university students. The research methods involve measures of central tendency and location, T-test, ANOVA and correlation analysis. The research results indicate that business curricula involve courses on Sustainable Development and universitiesʼ role in teaching the Green Deal because the students who hold experience in entrepreneurship report similar results if compared with students without experience in entrepreneurship. Students’ knowledge of the EU Green Deal should be improved since there are a number of aspects where the answers were not correct. This, in turn, prompts the need to strengthen and diversify education, so that business transformation towards the Green Deal is successful. The curricula should be further improved, as it allows students to better understand EU and global trends in saving the planet and put the knowledge into practice in their companies.
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Fathurrochman, Irwan, Sudarwan Danim, AB Syaiful Anwar, and Nina Kurniah. "The School Principals’ Role in Education Management at the Regional Level: An Analysis of Educational Policy in the Industrial Revolution 4.0." In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210227.042.
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Cherkasova, T. P., D. A. Ayrapetyan, and E. A. Grinchenko. "Transformation of the Role of Innovations in the State Educational Policy of the Post-pandemic Period." In II International Scientific and Practical Conference " COVID-19: Implementation of the Sustainable Development Goals (RTCOV ). SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0011117700003439.
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Kaulēns, Oskars, Inese Lūsēna-Ezera, Gunta Siliņa-Jasjukeviča, and Ilze Briška. "Implementation of the School as a Learning Organisation: Latvian Educators’ Experience." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.16.
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The idea of the school as a learning organisation (SLO) has become a topical issue in many countries due to the rapid changes in curricula and the management of educational institutions. The process of purposeful implementation of SLO has started in the Latvian education system too. Within the framework of the project “Competence Approach to Curriculum” (School2030) implemented by the National Centre for Education (Republic of Latvia), not only the current curriculum documents are reviewed and improved, but also the introduction of SLO in general and vocational education in Latvia is realised – a school where each student’s deep learning is supported, students, teachers, school management and other staff learn individually and together, a school that is constantly changing and ready to meet the new challenges. SLO is also important for ensuring the assessment and monitoring of the quality of education. Consequently, the issue of SLO is also relevant for the Latvian State Education Quality Service in the accreditation and self-evaluation of educational institutions and the improvement of their principals’ professional competence. The aim of the research is to evaluate the mutual coherence and interaction of different levels of policy (education level, municipal level) in the successful implementation of SLO in general education in Latvia. In order to indicate the extent to which the approaches implemented at different levels of educational policy are consistent with the conceptual model of SLO, the theoretical concept of SLO is analysed in the study – key components, operating principles and preconditions for successful school transformation. The study also describes the international experience in the implementation of the SLO model, thus revealing the possible transfer of the experience of other countries to the Latvian educational context.
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Kvelde, Anna, and Indra Odina. "The Notion of Sustainable Team Management in Educational Institution." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.22.
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The article deals with one aspect of a larger scale and long-term grounded theory research to explore and define the concept of the sustainable team management in educational institution. This article seeks the answers to research questions: what constitutes the management of educational institutions, and which sustainable development initiatives are implemented in the management of educational institutions. This article aims to explore the concept of the sustainable team management of educational institution, as well as to coin the elements of the sustainable development of organization, which could serve as a basis to improve sustainable team management in educational institution. The data were collected by the content analysis of the sustainable team management initiatives reflected on 47 homepages of educational institutions; case studies regarding the implementation of sustainable team management in educational sector and 12 interviews with school administration on the state of the art of sustainable team management. Research sample was 59 educational institutions: 17 primary schools, 29 secondary schools, and 13 state gymnasiums with broad geographical representation – the schools in the capital city, cities, small towns, and countryside. Sustainable team management supports principals and their teams in leading their educational institutions towards sustainability, also, achieves institutional goals and cultivates a culture where collaboration, appreciation, and teamwork are valued. According to the data of the study, the institutions insufficiently implement the sustainable development initiatives in the education management process of the educational institution that does not meet state policy and vision, also, in order to implement sustainable development initiatives in educational institutions, attract funding from Erasmus+ or other projects. There is also a lack of the uniform understanding of sustainability among the members of education management team. The authors admit that the concept of sustainable team management in an educational institution needs to be defined at the national level.
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SANJU, KUSUM, and Shailja Vasudeva. "ROLE OF INFORMATION TECHNOLOGY IN INDIAN EDUCATION SYSTEM." In IRASA International Scientific Conference. IRASA – International Research Academy of Science and Art, 2024. https://doi.org/10.62982/seti06.kusa.24.
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Abstract The integration of information technology (IT) in the Indian education system has transformed the traditional learning landscape, ushering a new era of digital education. Since the Indian education system travels back to the gurukuls where knowledge was passed through oral chanting of Vedas and Upanishads, a new force has emerged, silently weaving itself in the fabric of modern learning: information technology. This paper examines the multifaceted role of IT in redefining the educational evolution in India, highlighting its impact on teaching methodologies, student’s active participation in teaching -learning process and administrative efficiency. The study also delves deep how digital tools and platforms have democratized education by enhancing access, equality and equity in India. Furthermore, this study examines the challenges and opportunities posed by the digital divide, infrastructure limitations and policy making to fully realize the potential of IT in education. The government initiatives like digital India and e- learning platforms are bridging the gaps, particularly in rural, remote and underserved areas. This paper highlights the need for holistic approach that combines innovative technologies with efficient policy making and implementation to ensure the education system which cultivates not just academically successful individuals, but also socially responsible, emotionally intelligent and ethically grounded citizens. Thus, it concludes that the role of information technology is catalyzing a significant transformation and reshaping the Indian education system. Key words: Information Technology, Indian education system, digital learning, educational transformation, innovative technology, holistic education.
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Shuaibu, Zainab Muhammad, Armiya'U Malami Yabo, Musa Garba Maitafsir, and Yunusa Labaran. "The Role of National Teachers’ Institute in Improving the Capacity of Teacher Education in Nigeria." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9301.
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The quality of teaching and learning is of great concern to government and people of any community. The teacher is an important factor in creating an environment that will facilitate high quality learning achievement in schools. According to the National Policy on Education (2007), in recognition of the pivotal role of quality teachers in the provisions of quality education at all levels, teachers’ education shall continue to be emphasized in all educational planning and resources development. The National Teachers’ Institute (NTI), as a government parastatal, was not only set up to accomplish government’s vision of up grading the quality of her teachers, but has also pushed with vigour, various strategies and programmes for improving the quality of teachers through Continuing Professional Development. This paper seeks to describe the role of NTI in improving the capacity of teacher educators in Nigeria. The study adopted the use of two research questions, tested using mean, and two hypotheses also tested using Pearson Correlation and t-test statistics. A questionnaire designed with an internal consistency of 0.89 coefficient using Cronbach Alpha was administered to course tutors and students from six geopolitical zones of the country with a sample size of 120. The findings revealed that NTI contributes to quality education in the Nigeria. It was established that quality teacher professional development is the only channel for achieving educational goals (quality education) of Nigeria. The researchers recommends that a feedback mechanism be put in place by the government, policymakers and educational stakeholders to actualize implementation of educational policies on teacher education programmes.
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Pozdnyakov, Alexander Nikolaevich. "Leaflets as a Form of Mass Propaganda Work in the Field of Education in the Early Years of Soviet Authority." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-101412.
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Mass agitation and propaganda work was one of the main activities of the Soviet government. Its special form in the first post-revolutionary period was the issue of leaflets. In conditions when other forms and mass media were still being formed, their importance was exceptionally high. The leaflets also played an important role in promoting the new educational policy and its implementation. In the article, using the example of leaflets with diverse target orientation and content concerning education issues, their common features and features are traced
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Pelse, Modrite, and Maira Lescevica. "Analysis of digitalization referred to in strategic policy documents in the lifelong education context." In 21st International Scientific Conference "Economic Science for Rural Development 2020". Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2020. http://dx.doi.org/10.22616/esrd.2020.54.030.
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Previous research studies on digitalization as an important driver of development has been largely discussed in the context of entrepreneurship, determining its effects on economic growth. Over the past decade, the role of digitalization in public administration – in providing quality and user-friendly services – has been stressed, with less emphasis being placed on its importance in strategic planning. The driving force of change is digital transformation, which requires digital skills and knowledge. The digital literacy of European Union residents has improved, yet in seven EU Member States it was rated as low or very low. Lifelong education helps to deal with this problem, and it has become a necessity for the entire society. The aim of the present research is to determine the role of digitalization in strategic policy documents in the context of lifelong education. The paper analysed the National Development Plan of Latvia 2021-2027 (final version), the Digital Agenda 2020 for Estonia and the Progress Strategy “Lithuania 2030”. The mentioned strategic documents have set a number of goals and objectives directly relating to the implementation of digitalization in order to facilitate the work of society, enterprises and public administration. The policy documents refer to digitalization in lifelong education as mostly a communication and information tool requiring adequate digital skills to be provided by educational institutions. The research employed the monographic, content analysis and descriptive methods. The strategic policy documents of Latvia have been compared with the corresponding documents of the other Baltic States, as the historical and economic development of the countries has followed a relatively similar scenario, and all the Baltic States are EU Member States.
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Tomé, José Manuel Salum. "Project to implement alternating training strategies in technical-professional secondary education." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-031.
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Vocational technical education is one of the fundamental pillars that governs the educational system, its strengthening is a task assumed by the Ministry of Education through the implementation of the National Vocational Technical Training Policy put into practice through the National Training Strategy Professional Technician. There are multiple challenges involved in carrying out actions to promote and generate instances of participation and decision-making that enable the involvement of all actors to articulate the educational system and economic development. In this sense, professional technical high schools with a specialty in early childhood care assume a strategic and predominant role in the educational sector, since the young people who study the specialty put into practice what they have learned in classrooms and workshops, allowing them to be effectively inserted in the world of work, access their professional practice and enter higher education. And, in most cases, be an agent of change at the family level to socioeconomically improve the reality of their homes. For this reason, Chile needs to have mid-level nursery care technicians who will allow it to address the challenges of its own development and its growing participation in the preschool care system, with demands of greater added value, dynamic and challenging. In this scenario, alternation training will not only strengthen the specific technical skills of the specialty, but also the capacity for innovation, entrepreneurship, teamwork, and a set of transversal skills that will prepare students to perform in multiple areas of education. .
Reports on the topic "Principals role in educational policy implementation"
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.
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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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The Munster Statement on the Principles of Research Ethics and Research Integrity. Munster Technological University, 2025. https://doi.org/10.34719/yehb3860.
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"<p>INGENIUM is an alliance of ten institutions of higher education from ten European countries. This European University seeks to enable each member of the network to offer high-quality study and qualification programmes with digital components that are shared within the INGENIUM Alliance.</p> <p>In Higher Education Institutions there is a growing emphasis on promoting good research practices in all aspects of research1,2, including everything from fundamental research to applied research to commercialisation. Research ethics (RE) and research integrity (RI) underpin research activity and excellence and are considered a critical component of the basis for researchers to trust each other as well as the research record3, and reinforce the public's trust to science and scientific outcomes4. However, with the multitude of high-level guidelines in existence, developing a statement to enable a consistent approach to RE and RI across INGENIUM is essential.</p> <p>With RE and RI relevant to research across all disciplines, it is crucial that a statement on their good practice is based on experience across multiple disciplines. To address this need, the INGENIUM alliance has supported the creation of MARIE – Multidisciplinary Approach to Research Integrity and Ethics – who led the development of The Munster Statement. The purpose of the statement is to support researchers across INGENIUM, through mandating a steadfast commitment to clear and consistent RE and RI principles across all levels in their collaborations. This commitment should, as far as possible, avoid incidences of research misconduct and unacceptable research practices occurring.</p> <p>MARIE is a project funded by INGENIUM Research Groups 2024, with members’ expertise ranging across numerous fields, including mathematics, engineering, informatics, artificial intelligence, neuroscience, healthcare, bioethics, applied ethics, and sociology. Utilising the MARIE members’ collectively multidisciplinary knowledge of RE and RI implementation to further embed good research practices ensures that the outputs from MARIE will be beneficial across multiple disciplines in the INGENIUM alliance, thus solidifying INGENIUM's role at the forefront of RE and RI initiatives. By working collaboratively and collectively across the INGENIUM alliance on RE and RI, and following input from local stakeholders, we, the members of the MARIE project, developed The Munster Statement.</p> <p>The Munster Statement outlines the principles of RE and RI, along with the closely related terms research misconduct and unacceptable research practices, aligned across INGENIUM, and should be read in conjunction with local and national research-related policy and procedures.</p> <p>The Munster Statement is supported by the INGENIUM Research School.</p>"