Relevant bibliographies by topics / Relationship between politics and education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Relationship between politics and education'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Relationship between politics and education"

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Wang, Yiquan, and Xiaoyao Yue. "The Relationship Between Moral Ideals and Education." Asian Journal of Social Science Studies 5, no. 2 (2020): 10. http://dx.doi.org/10.20849/ajsss.v5i2.763.

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The relationship between moral ideals, politics, and education has been discussed by philosophers such as Machiavelli and Hobbes in their normative ideals associated with political realism, morals, and education. There is a symbiotic association between education, politics and morals ideal. This is because politics influences education and vice versa. The presence or lack of education impacts the combined values, goals, morals, and intellect of the body politic. In other words, the level of education in a society or the way the society is educated will influence the kind of people who will get into power and hold office and the moral ideals they will possess. Also, leaders getting into office need to possess good morals that can be acquired through education. Besides, it will determine the strategy used to get people into office and how much control and power those in office have. Education also determines the type of laws and morals that are deliberated sensible and insensible and how those who have been elected to represent the society or country will establish, promote, and govern educational institutions. There is a connection between Machiavelli and Hobbes’ moral ideals and education as identified in this paper. This essay uses “generation Z” students in higher education to show how Hobbes’s educational theories and moral ideals apply in the real world. In his educational theory, Hobbies suggests that teachers should use methods of teaching take into consideration the characteristics of the generation Z and also the curriculum should include the teaching of morals because this generation is going through many challenges.
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Sung, Byung Chang. "The Politics on Relationship between Education Superintendent and Local Council." Korea Society Of The Politics Of Education 27, no. 4 (2020): 205–26. http://dx.doi.org/10.52183/kspe.2020.27.4.205.

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Li, Lingzhi. "On the Relationship between Ideological and Political Education and the Management of College Students." Modern Management Forum 4, no. 2 (2020): 34. http://dx.doi.org/10.18686/mmf.v4i2.2099.

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<p>With the continuous progress of our society and the improvement of education level, the benefits of Ideology and Politics education are gradually recognized by people. Ideology and Politics education has always been an important educational policy in China's colleges and universities. It is believed that it can greatly improve the comprehensive quality of students and help students to establish correct values. Therefore, the Ideology and Politics education mode of college students is gradually popularized. However, many colleges and universities sometimes ignore the downward trend of student management level. This situation will lead to the mode of Ideology and Politics education in varsity not be effectively applied. This paper will discuss the relationship between the student management and the idea of Ideology and Politics education, and finally come to a conclusion.</p>
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Terezis, Christos, and G. Markea. "Aspects of the Relationship Between Politics, Education and Art in Plato's Laws." Philosophical Inquiry 28, no. 3 (2006): 57–62. http://dx.doi.org/10.5840/philinquiry2006283/46.

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Karim, Dewan Niamul. "Relationship between perceived organisational politics and workplace ostracism at higher education institutions." International Journal of Management in Education 15, no. 4 (2021): 318. http://dx.doi.org/10.1504/ijmie.2021.116529.

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Karim, Dewan Niamul. "Relationship between perceived organisational politics and workplace ostracism at higher education institutions." International Journal of Management in Education 15, no. 4 (2021): 318. http://dx.doi.org/10.1504/ijmie.2021.10038437.

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O'connor, Terence. "Cultural Voice and Strategies for Multicultural Education." Journal of Education 171, no. 2 (1989): 57–74. http://dx.doi.org/10.1177/002205748917100205.

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Current approaches to multicultural education tend to ignore the cultural politics of educational relationships that rest at the heart of intercultural encounters. This essay uses the concept of “voice” to describe how individuals orient themselves to school discourses. The idea of “cultural voice” is developed to explain how the dynamics of culture groups reveal the critical relationship between the reconstruction of cultural principles and the development of the individual. This alternative explanation of the relationship between school discourse and cultural voice reinterprets the cultural politics of educational discourses and reassesses the impact of racism, sexism, and classism. From this discussion, the essay draws out a framework for multicultural education which focuses on the politics of educational relationships in pluralistic societies. It sketches out several teaching suggestions for a multivoiced, democratic, multicultural education that can counter cultural biases in schools.
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Mathé, Nora Elise Hesby. "Engagement, passivity and detachment: 16-year-old students’ conceptions of politics and the relationship between people and politics." British Educational Research Journal 44, no. 1 (2017): 5–24. http://dx.doi.org/10.1002/berj.3313.

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Anwar, Khairul, Sesti Novalina, Kasful Anwar, Lias Hasibuan, and Dewi Suryani. "The Role of Education Politics as a Foundation in Developing Curriculum and Educational Techniques in Indonesia." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (2021): 136–43. http://dx.doi.org/10.35445/alishlah.v13i1.410.

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This research aims to explore the political role of education in Indonesia and the problems encountered in its implementation and solutions to overcome. Close relationship Politics and education exist in a mutually related system in its implementation for improving the quality of education. Educators have always embraced politics because the educational process can provide value and contribute to political development. Having a high understanding of education politics is expected to contribute to controlling the direction of educational activities in Indonesia. The literature research method was used to obtain references related to the required data that is analyzed. It can be concluded that political viewpoint refers to the relationship between politics and government policies due to Indonesia's educational systems, strategies, and techniques. Various regulations, decrees, rules, administrative actions in education are part of the evidence of the political role of policies for education. Another view of politics is politics as a process, how the political performance takes place. This approach is more complex in concept and requires understanding how government processes work and how human behavior affects all these processes as a culture.
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Ki Min Kim. "A Critical Review of the Relationship between Education and Politics in Plato’s Republic." Journal of Educational Idea 31, no. 1 (2017): 1–24. http://dx.doi.org/10.17283/jkedi.2017.31.1.1.

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Dissertations / Theses on the topic "Relationship between politics and education"

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Nichols, Julia A. (Brezon). "The Spanish University: An Analysis of the Relationship Between Institutional and Political Change." Oberlin College Honors Theses / OhioLINK, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1336746162.

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Yeung, Sze-sze. "Education policy-making in Hong Kong : the political exchange relationship between the government and interest groups /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13762266.

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Yeung, Sze-sze, and 楊詩詩. "Education policy-making in Hong Kong: the political exchange relationship between the government and interestgroups." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31964655.

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Muir, James R. "The relationship between education and political doctrine : the Isocratic heritage and a Socratic alternative." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296049.

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Steele, Damion. "The Relationship Between Education Levels and Public Opinion Before the Iraq War." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5787.

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Researchers have found that higher education is known to stabilize political opinions and thought to enhance critical thinking skills. The role that an individual's level of education plays in shaping public opinion during a foreign affairs crisis, within the context of repetitious and uniform news media coverage, has yet to be determined. The theoretical foundation of agenda-setting explains how salience is created by emphasizing certain messages and influencing public opinion and may bypass education and political knowledge. The purpose of this quantitative study was to examine the relationship between education level and public opinion immediately before the Iraq War. The analysis used a secondary dataset consisting of 3,262 respondents in a 2002 national public opinion survey. Binomial logistic regression was used to test 5 hypotheses. Findings indicated there was a significant relationship between education levels and support for combatting international terrorism as a foreign policy goal as well as the use of troops to invade Iraq (p < .006). The results indicated that in some instances higher education played a significant role in shaping public opinion during the period before the Iraq War. Positive social change from this research includes helping policy-makers understand how public opinion is shaped during a crisis so the views of the citizenry can be more effectively incorporated into the policy-making process.
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Jakob, Jennifer. "Facing Religious Diversity and Secularisation - About the Future of Denominational Religious Education in Compulsory School in Austria." Thesis, Uppsala universitet, Teologiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-351860.

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This thesis deals with the current situation of denominational religious education in Austria and the question of its future. The situation will be described including the historical development of the relationship between religion and politics and the legal framework of religious education in Austria. Afterwards models and systems of religious education in other European countries will be discussed. A major part of the thesis deals with challenges and recent developments of denominational religious education in Austria. This current situation will be discussed then against the historical background of the relationship between politics and religion in Austria. Afterwards the Austrian situation will be compared to other models in Europe to find out about similarities and differences. The final conclusion outlines what denominational religious education in Austria can learn from other systems in Europe and what are some ways it can be adapted to a more religiously diverse and secular Austria in the future.
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Price, Kenneth William. "The relationship between political perspectives and trends in vocational education in English and West German secondary school curricula." Thesis, Keele University, 1994. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.483972.

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Amo, Courtney. "Investigating the relationship between process use and use of evaluation findings in a government context." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28077.

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Despite support for the notion that evaluation utilization is facilitated by stakeholder engagement, evaluation practice in the Government of Canada may not be conducive to such engagement. This mixed-methods study explores the extent to which process use is manifest within government; the conditions, influences and factors that enhance process use; and the relationship between process use and findings use. The study supports the notion that process use and its consequences are important predictors of findings use in government. The level of stakeholder engagement present in this context appears to support the development of knowledge/skills, which may not be sufficient in enhancing findings use; changes in attitude/affect and in actions/behaviours may be of greater importance. This study highlights the importance of timely, higher-level engagement over frequent, surface-level engagement, as well as the importance of organizational learning capacity and conditions mediating evaluation use in setting the stage for process use to occur.
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Li, Da. "Using Three-Level Hierarchical Linear Model Analyses Examining the Relationship between Political Culture and Teacher Autonomy." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524178684834411.

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Nanna, Glenda Hill. "Relationship Between Novice Counselors' Supervisory Attachments and Boundary Practices and Perceptions." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7885.

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Novice counselors may struggle to understand and follow ethical guidelines for boundary behaviors with clients. When counselors violate therapeutic boundaries, harmful consequences can result for clients and counselors. The purpose of this quantitative study was to examine the possible relationship between novice counselors' (NCs') attachment to supervisors and NCs' ethical perceptions and boundary practices. This study addressed the possible predictor variables of age, gender, relationship status, and practice setting. Bowlby's attachment theory provided the framework for the study. Survey data from 114 NCs were analyzed using descriptive statistics and hierarchical linear regression. Each regression analyzed predictors of age, gender, relationship status, and practice setting in model 1 and added level of attachment anxiety and level of attachment avoidance to supervisor in model 2. Findings indicated that NCs' level of anxious attachment predicted serious boundary violations (BVs). Those with higher levels of attachment anxiety reported more BVs and perceived more items as BVs. Level of attachment avoidance also distorted ethical perceptions; those high in attachment avoidance considered more items to be boundary crossings and BVs. The variables of age, male gender, and an urban practice setting significantly predicted higher reported boundary crossings. Males more often did not consider behaviors to be BVs, and more females agreed with expert perceptions of items which were neither a boundary crossing nor a BV. Age was significant but contrary to previous findings because in this sample, as age increased, reported BVs decreased. Findings may lead to changes in how counselor educators and supervisors train NCs to manage boundaries in therapeutic relationships.
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Books on the topic "Relationship between politics and education"

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Neave, Guy R., and Frans van Vught, eds. Prometheus Bound: The changing relationship between government and higher education in Western Europe. Pergamon, 1991.

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Thō̜ngyai, Danai. Rāingān phon kānwičhai rư̄ang khwāmsamphan rawāng kānmư̄ang kap kānsưksā khō̜ng Thai, Phō̜. Sō̜. 2411-2475: The Relationship between politics and education in Thailand, 1868-1932. Khana Ratthasāt, Mahāwitthayālai Rāmkhamhǣng, 1988.

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Flinterman, Jaap-Jan. Power, paideia & Pythagoreanism: Greek identity, conceptions of the relationship between philosophers and monarchs, and political ideas in Philostratus' Life of Apollonius. J.C. Gieben, Publisher, 1995.

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Boyden, Jo. The relationship between education and child work. International Child Development Centre, 1994.

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Ho, Wai-Chung. Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China. Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729932.

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Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China examines the recent developments in school education and music education in Greater China – Mainland China, Hong Kong, and Taiwan – and the relationship between, and integration of, national cultural identity and globalization in their respective school curriculums. Regardless of their common history and cultural backgrounds, in recent decades, these localities have experienced divergent political, cultural, and educational structures. Through an analysis of the literature, official curriculum documents, approved music textbooks, and a survey questionnaire and in-depth interviews with music teachers, this book also examines the ways in which policies for national identity formation and globalization interact to complement and contradict each other in the context of music education in respect to national and cultural values in the three territories. Wai-Chung Ho’s substantive research interests include the sociology of music, China’s education system, and the comparative study of East Asian music education. Her research focuses on education and development, with an emphasis on the impact of the interplay between globalization, nationalization, and localization on cultural development and school music education.
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APEC, International Seminar on Education Reform (1999 Santiago Chile). The relationship between education reform and a changing economy. Bureau of International Cultural and Educational Relations, Ministry of Education, 1999.

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Barthes, Angela, Pierre Champollion, and Yves Alpe, eds. Evolutions of the Complex Relationship Between Education and Territories. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119451471.

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Singaram, I. DMK, relationship between leaders and members. Intellectual Pub. House, 1996.

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Spours, Ken. Beyond vocationalism: A new perspective on the relationship between work and education. University of London Post Sixteen Education Centre, 1988.

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Grimmitt, Michael. Religious education and human development: The relationship between studying religions and personal, social and moral education. McCrimmons, 1987.

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Book chapters on the topic "Relationship between politics and education"

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Ho, Wai-Chung. "The Challenges of Implementing Diverse Political Directives in Contemporary China: Between Creativity and Confucianism." In The Politics of Diversity in Music Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_8.

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AbstractThe People’s Republic of China (PRC) was founded as a communist state in 1949 within the framework of the collective leadership model under the Communist Party of China (the single-party system in China). After experiencing sociopolitical and economic changes, the PRC has moved to the free market economy of globalisation in the global age. The evolution of Chinese politics and the economic system has resulted in more diversity and changes in school education, along with struggles to adjust to these changes. Along this line, this chapter will examine the complex relationship between the politics of diversity, Confucianism, and creativity education, particularly in response to the views of Chinese teachers from Beijing via in-depth, semi-structured individual interviews on the implementation of a creativity policy in school music education. Based on current education policies and the interview data collected for this study on the examination of the nature of creativity, this chapter will conclude with a discussion of how school music education may help initiate a dialogue on the politics and nature of creativity and cultural identity in response to the challenges of contemporary political and cultural values between creativity and Confucianism that prevail in the global age of China.
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Richtera, Roman. "Memory Practices and Media Use in Educational Contexts: Relationships Between History, Politics and Memory in Schools." In Textbooks and Educational Media: Perspectives from Subject Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_26.

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Bianchi, Bernardo. "In the Labyrinth of Emancipation." In Materialism and Politics. ICI Berlin Press, 2021. http://dx.doi.org/10.37050/ci-20_09.

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In this chapter, I analyse the concept of emancipation in terms of a philosophical anthropology of autonomy, which allows me to assess the stakes of the historical development of the classical form of the concept of emancipation and its connection to the idea of minority, orUnmündigkeit. My thesis is that this conception reaffirms a hierarchical conception concerning the relationship between knowledge and political action, leading to forms of tutelage based on the necessity of education. In opposition to such a view, I draw on a particular conception of materialism, which posits the reciprocal constitution between activity (Tätigkeit) and subjectivity.
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Bates, Vincent C., Daniel J. Shevock, and Anita Prest. "Cultural Diversity, Ecodiversity, and Music Education." In The Politics of Diversity in Music Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_12.

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AbstractDiversity discourses in music education tend toward anthropocentrism, focusing on human cultures, identities, and institutions. In this chapter, we broaden conceptualizations of diversity in music education to include relationships between music, education, and ecology: understood as interactions among organisms and the physical environment. Diversity in music education can be realized by attending to the ongoing interrelationships of local geography, ecology, and culture, all of which contribute dynamically to local music practices. We situate our analysis within specific Indigenous North American cultures (e.g., Western Apache, Nuu-chah-nulth, Stó:lō, and Syilx) and associated perspectives and philosophies to shed light on the multiple forms of reciprocity that undergird diversity. Indigenous knowledge, in combination with new materialism and political ecology discourses, can help us come back down to earth in ways of being and becoming that are ecologically sustainable, preserving the ecodiversity that exists and grows in place, forging egalitarian relationships and a sense of communal responsibility, fostering reverence for ancestors along with nonhuman lives and topographies, and cultivating musical practices that are one with our respective ecosystems.
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Shadymanova, Jarkyn, and Sarah Amsler. "Institutional Strategies of Higher Education Reform in Post-Soviet Kyrgyzstan: Differentiating to Survive Between State and Market." In Palgrave Studies in Global Higher Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_9.

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AbstractBetween 1991 and today, the Soviet system of state-funded and Communist Party controlled higher education institutions (HEIs) in Kyrgyzstan has been transformed into an expansive, diverse, unequal, semiprivatized and marketized higher education landscape. Drawing on national and international indicators of higher education in Kyrgyzstan and data about the history and substance of these changes in policy and legislation, this chapter examines key factors which have shaped patterns of institutional differentiation and diversification during this period. These include the historical legacies of Soviet educational infrastructures, new legal and political frameworks for HE governance and finance, changes to regulations for the licensing of institutions and academic credentials, the introduction of multinational policy agendas for higher education in the Central Asian region, changes in the relationship between higher education and labor, the introduction of a national university admissions examination, and the adoption of certain principles of the European Bologna Process. The picture of HE reform that emerges from this analysis is one in which concurrent processes of diversification and homogenization are not driven wholly by either state regulation or forces of market competition, but mediated by universities’ strategic negotiations of these forces in the context of historical institutional formations in Kyrgyzstan.
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Iftimescu, Simona, Georgeta Ion, Carmen Proteasa, Romiţă Iucu, Elena Marin, and Mihaela Stîngu. "Closing the Circle: Research and Policymaking in Education." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_21.

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Abstract This paper aims to analyse the configuration of factors contributing to research uptake in education, with a particular focus on the Romanian context. One subsequent objective is to identify mechanisms for developing better synergies, not only between educational practice and research but also between these and educational policy. In doing so, the paper argues for shared responsibility among higher education institutions and policymakers for improving the educational system. The paper relies on results from a survey administered to a selected sample of civil servants in the Romanian central administration involved in the planning, evaluation and implementation of public policies in the field of education. Our results address the mechanisms of research uptake and utilisation by the central administration (communication and dissemination strategies, clarity, access and availability of research data, policymakers’ preferences for certain research topics) and the perceived relationship between researchers and policymakers (for example, the strength and nature of the relationship, or policymakers’ general involvement in research studies). The findings of our study pave the way for an in-depth analysis of organizational factors likely to affect research utilisation: research culture and engagement with researchers; the political and managerial context likely to promote research transfer; and the financial context needed to foster quality results.
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Islas, Paul Moch, Anne K. Calef, and Cristina Aparicio. "2013 Mexico’s Education Reform: A Multi-dimensional Analysis." In Implementing Deeper Learning and 21st Education Reforms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_4.

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Abstract The 2013 education reform to Mexico’s education system had two main goals, one explicit, to improve the quality of education and one implicit, to reassert federal authority over the education sector. Beginning with institutional and political mechanisms that introduced evaluations to the teaching profession, the reform sought a shift in Mexican educational culture. This chapter will begin by analyzing Mexico in international and domestic contexts to understand the urgency of the reform. It will then use Reimers (2020b and 2020c) five perspectives on education change to analyze the reform and evaluate the sequence in which it was implemented. The chapter concludes by outlining the results of the reform to date and summarizing the relationship between the five perspectives. Ultimately, we argue that the initial deprioritization of technical aspects, including pedagogical and curricular ones, stymied the cultural shift towards an educational model grounded in twenty-first century competencies that the reform sought. When coupled with a limited political cycle and uneven implementation at a state level, the reform’s sequence left little time for full implementation of its more pedagogical aspects, such as the new education model, and ultimately faced dramatic reprisal from the new presidential administration.
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Rider, Sharon. "Three Notions of the Global." In Evaluating Education: Normative Systems and Institutional Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_4.

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AbstractWhy do universities go to so much effort to become “international”? Is it to create cosmopolitan global citizens, or to propel themselves up league tables? Is it to promote liberal democratic ideals, or to better recruit international students? There are actually different ways of understanding what is meant by “global thinking”. Currently, the predominant thinking is centred around economic development. But the political ideal of “internationalism” and the philosophical concept of the universal as an intellectual virtue are also alternatives. In this paper, I discuss the sometimes uneasy relationship between these three types of “global thinking”, while at the same time pointing out a common denominator - the connection between the global and the local.
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Sancino, Alessandro, Marco Meneguzzo, Alessandro Braga, and Paolo Esposito. "The relationship between politics and administration." In The Routledge Handbook of International Local Government. Routledge, 2018. http://dx.doi.org/10.4324/9781315306278-6.

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Hutchings, Maggie, and Peter Jarvis. "The Relationship Between Practice, Theory and Research." In Practice-Based Education. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-128-3_13.

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Conference papers on the topic "Relationship between politics and education"

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Xu, Rui. "The Relationship Between Sci-Fi Films and Chinese Politics." In 5th International Conference on Contemporary Education, Social Sciences and Humanities - Philosophy of Being Human as the Core of Interdisciplinary Research (ICCESSH 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200901.035.

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Lin, Lin. "Research on the Relationship Between the Costume Etiquette System and the Development of Social Politics and Economics." In The 6th International Conference on Arts, Design and Contemporary Education (ICADCE 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210106.075.

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Xuan, Yurong. "Relationship Between General Education and Ideological and Political Education in TCM Colleges' Teaching." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.104.

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Ma, Liangliang. "Thoughts on the Relationship Between Ritual and Ideological and Political Education." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.110.

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Li, Pengfei. "Analysis of the Relationship between CCP and Politics and Law in Criminal Litigation of Zhen Peng's Democratic and Legal Thought." In 2018 International Conference on Management, Economics, Education and Social Sciences (MEESS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/meess-18.2018.67.

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Sardi, Martinus, and Bagus Sarnawa. "Relationship Between Political Apointee and Bureaucracy in Civil Service System." In 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210120.161.

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Wijayanti, Marhaeni Mega, and Tuti Budirahayu. "The Relationship Between Meeting the Needs of Education and the Aspirations of Education by the Parent and Child." In International Conference on Contemporary Social and Political Affairs. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008819002000204.

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Luwes, Nicolaas Johannes, and James Swart. "The relationship between demographics and the academic achievement of engineering students." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5206.

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The changing structure of student populations or cohorts over decades’ produces changing academic achievements or results. This may be due to a number of factors, including the school education system, the political system and the sociocultural system. The aim of this paper is to analyse the relationship between student demographics and the academic achievement of undergraduate engineering students over a 15-year period. A longitudinal descriptive study is used to determine the relationships between specific variables that existed between 1998 and 2013. These variables include gender, age and home languages of students that are contrasted to their final grade in a compulsory Design Projects module. Students need to obtain more than 50% to successfully complete this module, with the results indicating greater success for students with an Afrikaans or IsiZulu mother tongue than compared to students with a Sesotho, Setswana or Xhosa mother tongue. Younger students, less than 21 years of age, have a higher pass rate than older students who are more than 24 years of age. Finally, males outnumber females by more than 3:1. However, their final overall pass rates differ by only 3%, suggesting that both genders performed equally well in the Design Projects module. A key recommendation is to provide additional academic support to older students who may be struggling to synthesize knowledge and skills from a wide number of modules
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Xiao-pu, Wang, Zhang Li-min, and Song Qiu-ying. "The relationship between the Socialist Core Values and Ideological And Political Education of College Students." In 2015 Conference on Informatization in Education, Management and Business (IEMB-15). Atlantis Press, 2015. http://dx.doi.org/10.2991/iemb-15.2015.137.

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He, Bing. "Study on the Dialectical Relationship between New Media Information Resources and Ideological and Political Education." In 2nd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iccese-18.2018.38.

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Reports on the topic "Relationship between politics and education"

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Lleras-Muney, Adriana. The Relationship Between Education and Adult Mortality in the United States. National Bureau of Economic Research, 2002. http://dx.doi.org/10.3386/w8986.

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Bartik, Timothy J., and Brad Hershbein. Degrees of Poverty: The Relationship between Family Income Background and the Returns to Education. W.E. Upjohn Institute, 2018. http://dx.doi.org/10.17848/wp18-284.

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Barcellos, Silvia, Leandro Carvalho, and Patrick Turley. The Effect of Education on the Relationship between Genetics, Early-Life Disadvantages, and Later-Life SES. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w28750.

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Curry, Kevin. Politics in the Social Media Era: The Relationship Between Social Media Use and Political Participation During the 2016 United States Presidential Election. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6390.

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Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.283.

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Godenau, Dirk. Migration and the economy. Observatorio de la Inmigración de Tenerife. Departamento de Geografía e Historia. Universidad de La Laguna. Tenerife, 2020. http://dx.doi.org/10.25145/r.obitfact.2020.02.

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Economic reasons are among the basic explanatory factors of migration, whether international or internally within a country. In turn, migratory movements have effects on the economy in terms of economic growth in general, but also in the different markets (work, housing, consumer goods, etc.) and public services (education, health, social services, etc.). The purpose of this document is to offer an overview of these interactions between migration and the economy in the case of the Canary Islands. To do this, certain conceptual clarifications will be made initially involving the mutual determination of both processes, before later providing specifics with evidence on the Canarian case for the main issues considered: the economic reasons for migration, and its impact on economic growth, the labour market and the living conditions of the immigrant population. The final section alludes to the importance of the institutional framework that regulates these relations between migration and the economy, which are far from being interpretable as a mechanical relationship and isolated from the political sphere.
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Asgedom, Amare, Shelby Carvalho, and Pauline Rose. Negotiating Equity: Examining Priorities, Ownership, and Politics Shaping Ethiopia’s Large-Scale Education Reforms for Equitable Learning. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2021/067.

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In 2018, the Government of Ethiopia committed to large-scale, donor-supported reforms aimed at improving equitable learning in the basic education system—the General Education Quality Improvement Program for Equity (GEQIP-E). In this paper, we examine the reform design process in the context of Ethiopia’s political environment as a strong developmental state, assessing the influence of different stakeholder priorities which have led to the focus on equity within the quality reforms. Drawing on qualitative data from 81 key informant interviews with federal and regional government officials and donors, we explore the negotiation and power dynamics which have shaped the design of the reforms. We find that a legacy of moderately successful reforms, and a shared commitment to global goals, paved the way for negotiations of more complex and ambitious reforms between government actors and donors. Within government, we identify that regional governments were only tokenistically included in the reform process. Given that regions are responsible for the implementation of these reforms, their limited involvement in the design could have implications for success.
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Peterson, Timothy. The Relationship Between a Private Voluntary Organization and the Government of a Developing Country in the Delivery of Public Education: A Case Study in Rural Guatemala. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1374.

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Aruguete, Natalia, Ernesto Calvo, Carlos Scartascini, and Tiago Ventura. Trustful Voters, Trustworthy Politicians: A Survey Experiment on the Influence of Social Media in Politics. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003389.

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Recent increases in political polarization in social media raise questions about the relationship between negative online messages and the decline in political trust around the world. To evaluate this claim causally, we implement a variant of the well-known trust game in a survey experiment with 4,800 respondents in Brazil and Mexico. Our design allows to test the effect of social media on trust and trustworthiness. Survey respondents alternate as agents (politicians) and principals (voters). Players can cast votes, trust others with their votes, and cast entrusted votes. The players rewards are contingent on their preferred “candidate” winning the election. We measure the extent to which voters place their trust in others and are themselves trustworthy, that is, willing to honor requests that may not benefit them. Treated respondents are exposed to messages from in-group or out-group politicians, and with positive or negative tone. Results provide robust support for a negative effect of uncivil partisan discourse on trust behavior and null results on trustworthiness. The negative effect on trust is considerably greater among randomly treated respondents who engage with social media messages. These results show that engaging with messages on social media can have a deleterious effect on trust, even when those messages are not relevant to the task at hand or not representative of the actions of the individuals involved in the game.
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Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.094.

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The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.
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