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Готові списки джерел за темами / Critical Policy Analysis in Education

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Добірка наукової літератури з теми "Critical Policy Analysis in Education"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

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Статті в журналах з теми "Critical Policy Analysis in Education"

1

Apple, Michael W. "On Doing Critical Policy Analysis." Educational Policy 33, no. 1 (October 20, 2018): 276–87. http://dx.doi.org/10.1177/0895904818807307.

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In my comments on this fine collection of critical policy analyses, I want to do a number of things. I shall point to the general conceptual and social orientation and commitments that provide the foundation for such research. I will then describe a number of contributions that these papers make. And finally, I shall suggest a number of areas where additional critical investigations could make a significant contribution to our understanding. I hope that I will be forgiven if, at times, I refer to my own work. But many of the arguments I will make in this essay require much more detailed treatments, ones in which I have engaged elsewhere. Thus, these references to my own lengthier analyses may serve as a shorthand pointer to the larger discussions.

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2

Thorius, Kathleen A. King, and Brendan D. Maxcy. "Critical Practice Analysis of Special Education Policy." Remedial and Special Education 36, no. 2 (October 9, 2014): 116–24. http://dx.doi.org/10.1177/0741932514550812.

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3

Prunty, John J. "Signposts for a Critical Educational Policy Analysis." Australian Journal of Education 29, no. 2 (August 1985): 133–40. http://dx.doi.org/10.1177/000494418502900205.

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4

Marshall, Catherine. "Researching the Margins: Feminist Critical Policy Analysis." Educational Policy 13, no. 1 (January 1999): 59–76. http://dx.doi.org/10.1177/0895904899131006.

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5

Johnson, Jerry, and Craig B. Howley. "Contemporary Federal Education Policy and Rural Schools: A Critical Policy Analysis." Peabody Journal of Education 90, no. 2 (March 15, 2015): 224–41. http://dx.doi.org/10.1080/0161956x.2015.1022112.

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6

Lester, Jessica Nina, Chad R. Lochmiller, and Rachael Gabriel. "Locating and applying critical discourse analysis within education policy." education policy analysis archives 24 (October 17, 2016): 102. http://dx.doi.org/10.14507/epaa.24.2768.

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Анотація:

This article introduces the first of a two-part Special Issue on Discourse Perspectives and Education Policy. This first special issue is focused on critical discourse analysis and education policy. Within this article, we provide a brief overview of discourse analysis generally and critical discourse analysis specifically. We highlight some of the ways in which policy researchers have applied the theories and methods associated with CDA and note the methodological and substantive contributions of this work. Then, we provide an overview of the six papers included within this special issue, noting each paper’s key points and explicit links to policy. We conclude by pointing to future directions for research at the intersection of education policy and discourse studies.

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7

Larsen, Marianne A. "A Critical Analysis of Teacher Evaluation Policy Trends." Australian Journal of Education 49, no. 3 (November 2005): 292–305. http://dx.doi.org/10.1177/000494410504900306.

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Modernising the teaching profession has become one of the main goals of contemporary educational system reform. The evaluation of teachers has been integral to the new teacher quality policies and programs. This article provides a comparative and critical analysis of the evaluations that teachers now confront during their professional careers. Examples of teacher evaluation practices and processes from Australia, Canada, the United States, and England are described and analysed.

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8

Woo, Rami, Ji Hyun Hwang, and Kyounghye Seo. "A Critical Analysis of Multicultural Education Policy in Korea." Journal of Educational Studies 49, no. 2 (June 30, 2018): 59–88. http://dx.doi.org/10.15854/jes.2018.6.49.2.59.

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9

Taher Saleh, Sanaa. "Education policy, neoliberalism, and leadership practice a critical analysis." Hungarian Educational Research Journal 10, no. 1 (March 2020): 101–3. http://dx.doi.org/10.1556/063.2020.00010.

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Hyatt, David. "The critical policy discourse analysis frame: helping doctoral students engage with the educational policy analysis." Teaching in Higher Education 18, no. 8 (June 8, 2013): 833–45. http://dx.doi.org/10.1080/13562517.2013.795935.

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Дисертації з теми "Critical Policy Analysis in Education"

1

Gillies, Donald. "Critical discourse analysis and current education policy." Thesis, University of Strathclyde, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501919.

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2

Price, Aubrey Hampton. "Education production functions in policy making : a critical analysis /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-02132009-171627/.

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Lee, Hyejin. "Multicultural education policy of South Korea : a critical discourse analysis." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58745.

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Since the1990s, demographic and societal changes in South Korea (Korea) influenced by a low birthrate and globalization triggered a discussion of multiculturalism in Korea. This discussion led to the formation of Korea’s first multicultural education policy in 2006. In this study, I drew on the critical multiculturalism theoretical framework which consists of functionalist and critical perspectives, globalization and neoliberalism ideologies, and five approaches to multicultural education to delve into the conceptualization of multicultural education, the construction of “multicultural students,” and power relations between multicultural students and mainstream students in the policy. I used Critical Discourse Analysis methodology to critically analyze the ideological assumptions of Korea’s multicultural education policy and other intertextually related discourses, and its shifts over a decade. My intertextual analysis identified two different ideologies for different groups: customized education for multicultural students, which focused on helping multicultural students adapt to the Korean school system; and education for multicultural understanding for all students, which aimed at helping mainstream Korean students accept difference by emphasizing human relations, tolerance, and anti-prejudice. In this framework, multicultural students are still constructed as deficient in terms of Korean language, culture, and academic achievement, whereas mainstream students represent the norm. Over a decade, the institution and legislations have been improved to accommodate new-comer students in the Korean school system. However, the government’s orientation still rests on an assimilationist and human relations approach. This study recommends that policy makers and educators, despite the challenges they face, should address the taken-for-granted social inequalities and should endeavour to develop education that promotes a more democratic and equitable society. Multicultural education needs to move beyond the Korean language-centred learning and experience of foreign cultures, to address the politics of difference and social inequalities, and to empower all students and raise their critical awareness.
Education, Faculty of
Graduate

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4

Wen, Wen. "The Formulation of China's Education Policy from 1978 to 2007 - A Critical Policy Analysis." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519830.

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5

Hogarth, Melitta D. "Addressing the rights of Indigenous peoples in education: A critical analysis of Indigenous education policy." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118573/1/Melitta_Hogarth_Thesis.pdf.

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For far too long, Aboriginal and Torres Strait Islander peoples' voices have been silenced. This study critically analyses the National Aboriginal and Torres Strait Islander Education Strategy 2015 through the lens of the Coolangatta Statement on Indigenous peoples' rights in Education. Focus is placed on how the Strategy addresses the rights of Aboriginal and Torres Strait Islander peoples in education when seeking to improve the educational attainment of Indigenous primary and secondary students. In turn, the representations of Aboriginal and Torres Strait Islander students, parents and communities are explored and established.

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6

Yates, Mark Timothy. "Congressional Debates Over Prisoner Education: A Critical Discourse Analysis." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/39.

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The United States has the highest incarceration rate of any country. The causes for the large number of prisoners can be traced, in part, to a politicized war on crime that resulted in harsh sentencing and high recidivism rates. Prisoner education provides the potential for slowing the revolving door of prison by helping to create engaged citizens, who are committed to bettering themselves and their communities. However, there is a paucity of support for programs such as Pell Grants, which could facilitate emancipatory education in prisons. The purpose of this work is to examine why prisoners are provided few meaningful educational opportunities while incarcerated. This study seeks to understand the genealogy of prisoner education policy through an examination of the debate surrounding the 1994 Omnibus Crime Bill and its prohibition of Pell Grants for prisoners, as well as the 2008 Second Chance Act and its reentry programs. The study analyzes the ideological underpinnings of key decision makers and how their values are often embedded in the narratives of neoliberalism. In addition, the work examines elite stakeholders’ discursive attempts, both manifest and subtle, to influence and maintain social policy through the creation of legitimizing myths, including the viewpoints that prisoners are hopelessly flawed or that they have potential only as human capital. Counter-hegemonic discourse is also described. The study methods are critical discourse analysis which looks at the ways text and talk maintain inequities in society and critical policy analysis. Utilizing transcripts from legislative debates, the study analyzes the discourses of members of Congress to expose the tropes that often lie beneath the surface of the debate over prisoner education. Their rhetoric appears to generate and maintain widespread support for legislation that is frequently deleterious to marginalized out-groups. The study should add to the literature examining the role of legitimizing myths that maintain inequities in educational access.

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7

Crotty, Diane. "An Examination of Finland's Educational and Mathematics Equity through Critical Discourse Analysis." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/575262.

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Анотація:

Teaching & Learning
Ph.D.
This investigation focuses upon the nation of Finland. Described by its Ministry of Foreign Affairs (“This is Finland”, n.d.) as a parliamentary democracy, Finland is a free-market economy with a young but progressive history. While the nation’s scores on the 2015 triennial PISA continue to indicate above average performance on all three domains, science, reading, and mathematics, inconsistencies were disclosed with regard to equity. Scoring above average on equitable achievement related to social background, which includes factors such as parents’ education and employment, Finland fell short regarding equitable achievement as it pertains to gender and immigrant students (“Compare Your Country, n.d.). This investigation will survey Finnish policy-related texts, education and mathematics curriculum, and Finnish artifacts; through the analysis of these texts, the intent is to determine how inequities and power dynamics are decipherable within these documents and potentially jeopardized students’ accessibility to mathematics endeavors. Fairclough’s interpretations and applications of critical discourse analysis will provide the foundation for analyses of Bourdieu’s notions of field, doxa, and habitus as they relate to Finnish equity and mathematics education and performance.
Temple University--Theses

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8

Bazira, Peter J. "Medical education in the United Kingdom : a post-structural critical policy analysis." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18238/.

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Medical education in the UK is regulated by the General Medical Council (GMC), which among other things, formulates and publishes policies to effect this regulation. The latest GMC policy on medical education was published in July 2015 and came into effect on 1st January 2016. As educational organisations and educators endeavour to implement the latest GMC policy therefore, I contend that it is both fitting and germane to seek to provide a critical understanding of the policy by analysing its heritage, ramifications and significance. The literature on policy studies in medical education, and engagement with policy by medical education organisations and educators are meagre, in spite of the abundance of policy covering this area. This work presents a post-structural critical policy analysis of the 2015 GMC policy, in the light of its preceding policies published in 1993, 2003, and 2009. It uses documentary evidence and applies the study of problematisation in and of policy to the discursive representation of policy problems, evaluating how these have evolved and transformed in light of the prevailing sociopolitical contexts, and critically analysing and reflecting on the implications and significance of these problem representations. It finds that the GMC policies hinge on the problematisation of medical education as an issue of patient safety, educational prerequisites and the workforce demands of an increasingly decentralised and marketised health service. It argues that this problematisation is situated in notions of individual responsibility, marketisation and social accountability, and is underpinned by a reliance on the asymmetrical union of neoliberal and socialist ideologies. The findings might be particularly useful to medical educators and educational organisations who have an interest in contributing to the development of further medical education policy. This work will contribute to the body of policy studies and medical education literature and, it is hoped, stimulate further research into medical education policy.

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9

Bohachyk, Laura. "Matters of care in Alberta's "Inspiring Education" policy : a critical feminist discourse analysis." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52644.

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This thesis explores the discursive treatment of care and caring relationships in educational policy in the Canadian province of Alberta. The object of this exploration is Inspiring Education, an ensemble of K-12 schooling policies. Feminist ethics of care literature and the work of theorists Joan C. Tronto, Virgina Held, and Hannah Arendt inform a critical interpretation of the policy texts. Closer analysis is achieved through techniques of discourse analysis, drawing primarily from the work of Norman Fairclough. This thesis is guided by the question “How are ‘care’ and ‘caregiving’ discursively represented—or not represented—in the policy texts of Inspiring Education?” The purpose of this project is two-fold: (1) to illuminate particular discourses within educational policy texts and to consider the impact of those discourses on care practices across our society; and (2) to consider how the discursive treatment of teachers within these texts influences the possibility of a caring teacher-student relationship. The four discourses identified each constrain the possibility of caring relationships in particular ways. The first two discourses are related to the construction of the “educated Albertan of 2030” (Alberta Education, 2010, p. 5): Personally Responsible and subject to Private-Sector Norms. The second set of discourses is related to the construction of the teacher: Neoliberal Professionalism and Teacher-as-Facilitator. The implication of these discourses is that the maintenance of caring relationships will require greater sacrifice, that it will continue to be the hardest work, done by the very people excluded from the political process of assigning care responsibility. By not acknowledging the role of care in our society and in our school system, we risk permitting the de facto methods of assigning responsibility to remain undisrupted and unfair.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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10

Bailey, Inez. "Irish adult education policy : victim or beneficiary of globalisation? : a critical policy analysis between 1997 and 2007." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16787/.

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This thesis represents a ten year study of an unprecedented and hitherto unexamined period of policy development in adult education in Ireland. Using a detailed critical policy analysis of three documents considered to be landmark texts in the Irish adult education world from 1997 to 2007, it illuminates why and how this occurred, as well as its consequences. Taking account of developments in adult education and lifelong learning internationally around the same time, this case study of adult education policy in Ireland is explored through the lens of globalisation. The study is intended to inform and support policy activism in adult education in Ireland, including my own work as Chief Executive Officer of a national advocacy body in this field, as well as contribute to the field of critical policy research in education generally, and adult education specifically. The choice of a critical approach to research was informed by my position as an activist working at a high policy level in the world of adult education and follows a policy trajectory method. The study reveals how a unique convergence of national and global events triggered the proliferation of adult education policy. For some this meant the realisation of the broad humanist vision of adult education, whereas for others it represented an integral element of Ireland's future economic competitiveness. The resulting ideological battle over the type of adult education ultimately supported by the State highlights how ill-equipped adult education stakeholders are to influence the full breadth of the policy process. The thesis reveals the extent to which the policy during this time was perforated with empty rhetoric which disarmed adult education stakeholders who mistakenly believed it provided the necessary security for their vision. As Ireland, along with many other countries, seeks to rebuild its society after the collapse of the global economy in 2008, the thesis offers new insights for researchers and policymakers about similarities and differences between Ireland and other countries in relation to adult education policy. It argues that new opportunities to advocate for adult education may emerge. Against this backdrop, and drawing on the findings of the thesis, I propose an advocacy toolkit for those wishing to influence adult education policy, drawing directly on a policy trajectory approach.

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Книги з теми "Critical Policy Analysis in Education"

1

Young, Michelle D., and Sarah Diem, eds. Critical Approaches to Education Policy Analysis. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-39643-9.

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2

Turner, David, and Hüseyin Yolcu. Neo-liberal educational reforms: A critical analysis. New York, NY: Routledge/Taylor & Francis Group, 2014.

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3

D'Alessio, Simona. Inclusive education in Italy: A critical analysis of the policy of integrazione scolastica. Rotterdam: Sense Publishers, 2011.

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4

Fung, Dennis Chun-Lok, and Wai-mei Lui. Education Policy Analysis. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2610-2.

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5

Organization for Economic Co-operation and Development. Education policy analysis. Paris: Organisation for Economic Co-operation and Development, 1997.

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6

Mankoe, Joseph Osapah. Policy analysis in education. [Accra: s.n.], 2006.

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7

Mankoe, Joseph Osapah. Policy analysis in education. [Accra: s.n.], 2006.

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8

Mankoe, Joseph Osapah. Policy analysis in education. [Accra: s.n.], 2006.

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9

Mankoe, Joseph Osapah. Policy analysis in education. [Accra: s.n.], 2006.

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10

Policy making and educational policy analysis. Kampala: Makerere University, 2005.

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Частини книг з теми "Critical Policy Analysis in Education"

1

Pillow, Wanda S. "Policy Studies Debt: A Feminist Call to Expand Policy Studies Theory." In Critical Approaches to Education Policy Analysis, 261–74. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39643-9_13.

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2

Young, Michelle D., and Amy Luelle Reynolds. "Critically Examining Policy Workers and Policy Work Within State Boards of Education." In Critical Approaches to Education Policy Analysis, 19–41. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39643-9_2.

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3

Young, Michelle D., and Sarah Diem. "Introduction: Critical Approaches to Education Policy Analysis." In Critical Approaches to Education Policy Analysis, 1–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39643-9_1.

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4

Whiteman, Rodney S., Brendan D. Maxcy, Erica Fernández, and Samantha M. Paredes Scribner. "Policy Enactments and Critical Policy Analysis: How Institutional Talk Constructs Administrative Logics, Marginalization, and Agency." In Critical Approaches to Education Policy Analysis, 175–91. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39643-9_9.

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5

Brewer, Curtis A., and Amanda Bell Werts. "Utilizing Michel De Certeau in Critical Policy Analysis." In Critical Approaches to Education Policy Analysis, 243–60. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39643-9_12.

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6

Milani, Michelle, and Sue Winton. "Ontario’s Fourth ‘R’: A Critical Democratic Analysis of Ontario’s Fund-‘R’aising Policy." In Critical Approaches to Education Policy Analysis, 193–213. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39643-9_10.

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Carpenter, Bradley W. "Examining the Theater of “Listening” & “Learning”." In Critical Approaches to Education Policy Analysis, 215–42. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39643-9_11.

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Diem, Sarah. "A Critical Policy Analysis of the Politics, Design, and Implementation of Student Assignment Policies." In Critical Approaches to Education Policy Analysis, 43–62. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39643-9_3.

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O’Malley, Michael P., and Tanya A. Long. "Public Educational Policy as Performance: A Queer Analysis." In Critical Approaches to Education Policy Analysis, 63–81. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39643-9_4.

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Welton, Anjalé D., Tiffany O. Harris, Karla Altamirano, and Tierra Williams. "The Politics of Student Voice: Conceptualizing a Model for Critical Analysis." In Critical Approaches to Education Policy Analysis, 83–109. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39643-9_5.

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Тези доповідей конференцій з теми "Critical Policy Analysis in Education"

1

Mairaj, Fiza. "The Refugee Resettlement Policy's Implications for Education: A Critical Policy Analysis." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1881128.

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Brace, Diana. "How Federal Adult Education Policy Intersects With the Carceral State: A Critical Policy Analysis." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687404.

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3

Wahyuni, Desvi, and Rudiyanto. "A Critical Policy Analysis of Early Childhood Education (ECE) in Indonesia." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.002.

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Salinas, Sarah. "Instrumental and Critical Policy Analysis in Special Education and Teacher Learning Research." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682945.

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Sullivan, Anna. "Insights From a Critical Policy Analysis of the Field of Refugee Education in Australia." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436461.

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Onag, Ester B., and April M. Suan. "Ready or Not? A Critical Policy Analysis on the Implementation of Flexible Learning Policy and Its Effect on High School Learners." In The Asian Conference on Education & International Development 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2189-101x.2022.2.

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McClendon, Natasha. "Postsecondary Pushout: A Critical Policy Analysis of Race, Class, and Access Through Higher Education Policies." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687013.

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Lee, Soohan. "Why Wrestle With "Diversity"? A Critical Analysis of Multicultural Education Policy Discourses in South Korea." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683450.

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Bristol, Jackquelin. "Teacher Housing: A Critical Policy Analysis of Educator Housing Programs in Four Cities." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1895407.

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Ham, Teri Jayun. "A Critical Analysis of Cambodia’s Policy for Integrating Information Technology in Education using Human Capital Theory and Globalization." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007045806400649.

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Звіти організацій з теми "Critical Policy Analysis in Education"

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Aiyar, Yamini, Vincy Davis, Gokulnath Govindan, and Taanya Kapoor. Rewriting the Grammar of the Education System: Delhi’s Education Reform (A Tale of Creative Resistance and Creative Disruption). Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/01.

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The study was not designed to undertake an evaluation of the success or failure of reform. Nor was it specifically about the desirability or defects of the policy reform choices. It took these reform choices and the policy context as a given. It is important to note that the Delhi reforms had its share of criticisms (Kumar, 2016; Rampal, 2016). However, our goal was not to comment on whether these were the “right” reforms or have their appropriateness measured in terms of their technical capability. This study sought to understand the pathways through which policy formulations, designed and promoted by committed leaders (the sound and functional head of the flailing state), transmit their ideas and how these are understood, resisted, and adopted on the ground. In essence, this is a study that sought to illuminate the multifaceted challenges of introducing change and transition in low-capacity settings. Its focus was on documenting the process of implementing reforms and the dynamics of resistance, distortion, and acceptance of reform efforts on the ground. The provocative claim that this report makes is that the success and failure, and eventual institutionalisation, of reforms depend fundamentally on how the frontline of the system understands, interprets, and adapts to reform efforts. This, we shall argue, holds the key to upending the status quo of “pilot” burial grounds that characterise many education reform efforts in India. Reforms are never implemented in a vacuum. They inevitably intersect with the belief systems, cultures, values, and norms that shape the education ecosystem. The dynamics of this interaction, the frictions it creates, and reformers’ ability to negotiate these frictions are what ultimately shape outcomes. In the ultimate analysis, we argue that reforming deeply entrenched education systems (and, more broadly, public service delivery systems) is not merely a matter of political will and technical solutions (although both are critical). It is about identifying the points of reform friction in the ecosystem and experimenting with different ways of negotiating these. The narrative presented here does not have any clear answers for what needs to be done right. Instead, it seeks to make visible the intricacies and potential levers of change that tend to be ignored in the rush to “evaluate” reforms and declare success and failure. Moving beyond success to understand the dynamics of change and resistance is the primary contribution of this study.

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Zanoni, Wladimir, Paloma Acevedo, and Diego Guerrero. Do Slum Upgrading Programs Impact School Attendance? Inter-American Development Bank, October 2021. http://dx.doi.org/10.18235/0003710.

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This paper analyzes how slum upgrading programs impact elementary school childrens attendance in Uruguay. We take advantage of the eligibility rule that deems slums eligible for a SUP program if they have 40 or more dwelling units. Using a fuzzy regression discontinuity estimator, we find that students exposed to SUPs are 17 percent less likely to be at the 90th percentile of the yearly count of school absences. That effect appears to be driven by how SUPs impact girls. These interventions have effects that last for more than five years after their implementation. We discuss some critical urban and education policy implications of our findings.

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Sandford, Robert, Vladimir Smakhtin, Colin Mayfield, Hamid Mehmood, John Pomeroy, Chris Debeer, Phani Adapa, et al. Canada in the Global Water World: Analysis of Capabilities. United Nations University Institute for Water, Environment and Health, November 2018. http://dx.doi.org/10.53328/vsgg2030.

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This report critically examines, for the first time, the capacity of Canada’s water sector with respect to meeting and helping other countries meet the water-related targets of the UN’s global sustainable development agenda. Several components of this capacity are examined, including water education and research, investment in water projects that Canada makes internally and externally, and experiences in water technology and governance. Analysis of the water education system suggests that there is a broad capability in institutions of higher learning in Canada to offer training in the diverse subject areas important in water. In most cases, however, this has not led to the establishment of specific water study programmes. Only a few universities provide integrated water education. There is a need for a comprehensive listing of water-related educational activities in universities and colleges — a useful resource for potential students and employers. A review of recent Canadian water research directions and highlights reveals strong and diverse water research capacity and placed the country among global leaders in this field. Canada appears to be within the top 10 countries in terms of water research productivity (publications) and research impact (citations). Research capacity has been traditionally strong in the restoration and protection of the lakes, prediction of changes in climate, water and cryosphere (areas where water is in solid forms such as ice and snow), prediction and management of floods and droughts. There is also a range of other strong water research directions. Canada is not among the top 10 global water aid donors in absolute dollar numbers; the forerunners are, as a rule, the countries with higher GDP per capita. Canadian investments in Africa water development were consistently higher over the years than investments in other regions of the global South. The contributions dropped significantly in recent years overall, also with a decline in aid flow to Africa. Given government support for the right business model and access to resources, there is significant capacity within the Canadian water sector to deliver water technology projects with effective sustainable outcomes for the developing world. The report recommends several potential avenues to elevate Canada’s role on the global water stage, i.e. innovative, diverse and specific approaches such as developing a national inventory of available water professional capacity, and ranking Universities on the strength of their water programmes coordinating national contributions to global sustainability processes around the largest ever university-led water research programme in the world – the 7-year Global Water Futures program targeting specific developmental or regional challenges through overseas development aid to achieve quick wins that may require only modest investments resolving such chronic internal water challenges as water supply and sanitation of First Nations, and illustrating how this can be achieved within a limited period with good will strengthening and expanding links with UN-Water and other UN organisations involved in global water policy work To improve water management at home, and to promote water Canadian competence abroad, the diverse efforts of the country’s water sector need better coordination. There is a significant role for government at all levels, but especially federally, in this process.

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Hafstead, Marc A., Roberton Williams, and Yunguang Chen. Environmental Policy, Full-Employment Models, and Employment: A Critical Analysis. Cambridge, MA: National Bureau of Economic Research, April 2018. http://dx.doi.org/10.3386/w24505.

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Berchoff, Donald H. Critical Analysis of US Policy and Options in Dealing with Iraq. Fort Belvoir, VA: Defense Technical Information Center, January 2003. http://dx.doi.org/10.21236/ada442518.

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Obiakor, Thelma, and Kirsty Newman. Education and Employability: The Critical Role of Foundational Skills. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/048.

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A great deal of policy attention is paid to the role that education plays in driving employment outcomes. Most of this attention has focused on post-primary education— particularly Technical and Vocational Education and Training (TVET). This paper sets out the less-discussed role that foundational skills, typically built through basic primary education, play in driving employability; how foundational skills affect TVET provision; and what implications this body of evidence has for education policy. We acknowledge the need to consider how education systems build skills which will contribute to countries’ economic aspirations. However, we suggest that the dominant discourse which focuses specifically on TVET and how it can be linked to employer demands is unlikely to be successful for several reasons. Firstly, we show that foundational skills are themselves associated with economic gains for individuals and societies. This, together with the evidence showing extremely low levels of foundational skills in many countries, suggests that focusing on improving foundational skills may be a more cost-effective approach to driving employability than has been previously acknowledged. Furthermore, we show that TVET (and other later forms of education) may struggle to add value where foundational skills are not in place. Focusing large amounts of energy and resources on reforming TVET may not achieve hoped-for impacts if TVET entrants don’t have the necessary foundations to learn. We discuss the popular policy prescription of linking TVET provision to employer needs. As well as noting our concern that this focus fails to acknowledge the binding constraint of low foundational skills, we also set out why employer demand for skills may not be a good indication of actual future skills needs. We therefore suggest a more nuanced discussion on skills for employability which acknowledges economic development goals; the skills that will be needed to achieve them; and, crucially, a country’s starting point. We end the paper by highlighting the fact that unemployment and underemployment are generally caused by a lack of jobs, not a lack of skills. We therefore urge policymakers to be realistic about the extent to which any education policy—whether focusing on foundations, technical, and vocation skills or any other type of skills—can affect employment outcomes. Considering the evidence presented in this paper, we suggest that policymakers in many low- and lower-middle income countries may want to consider a stronger focus on foundational skills. The major reason for focusing on foundational skills is that a quality education is a fundamental right for all children which will allow them to experience lifelong learning. This paper sets out that foundational skills will also be the first step towards achieving a more employable workforce—but also that policymakers should consider the full range of policies that need to be in place to deliver productive employment and economic growth.

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Fernandez, Raquel, and Richard Rogerson. Income Distribution, Communities and the Quality of Public Education: A Policy Analysis. Cambridge, MA: National Bureau of Economic Research, September 1992. http://dx.doi.org/10.3386/w4158.

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Chambers-Ju, Christopher, Amanda Beatty, and Rezanti Putri Pramana. Exploring the Politics of Expertise:The Indonesian Teachers’ Union and Education Policy, 2005-2020. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/101.

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Research on education politics often uses interest group pressure to explain the policy influence of teachers’ organizations. While acknowledging the power teachers’ unions have to articulate interests and shape labor policy, we explore how a less-studied variable–expertise (or the credibility of the claims they make to expertise)– shapes the policy process. In many low-and middle-income countries, teacher organizations struggle to demonstrate policy expertise and professional competence in core areas related to teaching and learning. Focusing on Indonesia from 2005-2020, we examine how the largest teachers’ organization influenced labor policy but was marginal in debates about professional standards, training, and evaluation due to its limited technical capacity and struggles to propose viable policy alternatives. Expertise is a critical policy input, and it deserves more attention in the education politics subfield. It is central for setting the agenda for policies to improve the quality of education and it has normative value for improving policy design overall.

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EdTech Hub, EdTech Hub. EdTech and Education Continuity in the Wake of Covid-19: A Comparative Analysis of Provision and Policy. EdTech Hub, January 2021. http://dx.doi.org/10.53832/edtechhub.0061.

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McParland, Domminick. Is Self-Sufficiency Really Sufficient? A Critical Analysis of Federal Refugee Resettlement Policy and Local Attendant English Language Training in Portland, Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1697.

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