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Policy Discourses in Malaysian Education: A nation in the making (Routledge Critical Studies in Asian Education)
by Suseela Malakolunthu Nagappan C. RengasamySince independence in 1957, Malaysia has become a globally-recognised industrial trading partner. With a 60% Muslim population, it also enjoys the reputation of being a moderate and peaceful nation. However, with just a short time left to realising its Vision 2020 of developed nationhood, the pathway of nation building still seems ambiguous. There is a brewing tension in its race and ethnic relations which has permeated the various fronts, namely politics, society, economics and education. This book analyses the education policies that have been formulated and implemented in Malaysia since independence. It demonstrates how these policy enactments have influenced the nation’s growth and transformation, and the challenges faced in creating a model of equity and multicultural co-existence among its racially and ethnically diversified people. Shedding light on these issues, it points towards the major mending that is needed for Malaysia to become a truly developed nation. Chapters include: Education of ethnic minorities in Malaysia: Contesting issues in a multiethnic society Access and equity issues in Malaysian higher education Graduate employability in government discourse: A critical perspective This comprehensive book is a case study on Malaysia that will supplement researchers and advance students in their understanding of a multi-racial society’s perspective and attitude towards education.
Policy Discourses in Malaysian Education: A nation in the making (Routledge Critical Studies in Asian Education)
by Suseela Malakolunthu Nagappan C. RengasamySince independence in 1957, Malaysia has become a globally-recognised industrial trading partner. With a 60% Muslim population, it also enjoys the reputation of being a moderate and peaceful nation. However, with just a short time left to realising its Vision 2020 of developed nationhood, the pathway of nation building still seems ambiguous. There is a brewing tension in its race and ethnic relations which has permeated the various fronts, namely politics, society, economics and education. This book analyses the education policies that have been formulated and implemented in Malaysia since independence. It demonstrates how these policy enactments have influenced the nation’s growth and transformation, and the challenges faced in creating a model of equity and multicultural co-existence among its racially and ethnically diversified people. Shedding light on these issues, it points towards the major mending that is needed for Malaysia to become a truly developed nation. Chapters include: Education of ethnic minorities in Malaysia: Contesting issues in a multiethnic society Access and equity issues in Malaysian higher education Graduate employability in government discourse: A critical perspective This comprehensive book is a case study on Malaysia that will supplement researchers and advance students in their understanding of a multi-racial society’s perspective and attitude towards education.
Policy Documents and Reports (American Association Of University Professors Ser.)
by American Association of University ProfessorsFor the past century, the American Association of University Professors (AAUP) has developed standards for sound academic practice while working for the acceptance of these standards by the higher education community. The Association has long been viewed as the authoritative voice of the academic profession in this regard.The AAUP's Policy Documents and Reports (widely known as the Redbook because of the color of its cover) presents in convenient format a wide range of policies, in some instances formulated in cooperation with other educational organizations. The current edition, the eleventh, includes basic statements on academic freedom, tenure, and due process; academic governance; professional ethics; research and teaching; online and distance education; intellectual property; discrimination; collective bargaining; accreditation; and students' rights and freedoms.The new edition has been thoroughly updated and reorganized thematically. Brief historical introductions have been added to each section, along with an introductory essay on incorporating AAUP principles into faculty handbooks. Among the eighteen new reports included in this edition are statements on academic freedom and outside speakers, campus sexual assault, the inclusion of faculty on contingent appointments in academic governance, and salary-setting practices that unfairly disadvantage women faculty.
Policy Entrepreneurship in Education: Engagement, Influence and Impact
by James ArthurPolicy Entrepreneurship in Education aims to build the confidence and skills of education academics in securing higher impact for their work. It offers guidance and identifies methods of capturing and measuring impact, as well as practical advice in helping academics engage policy makers and influence society with their research. Written specifically for the field of education, the book utilises domestic and international examples to illustrate those policy entrepreneurship activities which advance impact and appeal to international audiences, who are increasingly concerned with how higher education studies in education can make a difference on the ground. Combining theory and practice, the book employs a practical approach to doing policy entrepreneurship. It is a unique offering that will appeal to all who have an academic or practical interest in policy change and how to affect this.
Policy Entrepreneurship in Education: Engagement, Influence and Impact
by James ArthurPolicy Entrepreneurship in Education aims to build the confidence and skills of education academics in securing higher impact for their work. It offers guidance and identifies methods of capturing and measuring impact, as well as practical advice in helping academics engage policy makers and influence society with their research. Written specifically for the field of education, the book utilises domestic and international examples to illustrate those policy entrepreneurship activities which advance impact and appeal to international audiences, who are increasingly concerned with how higher education studies in education can make a difference on the ground. Combining theory and practice, the book employs a practical approach to doing policy entrepreneurship. It is a unique offering that will appeal to all who have an academic or practical interest in policy change and how to affect this.
Policy, Experience And Change: Cross-Cultural Reflections On Inclusive Education (PDF)
by Len Barton Felicity ArmstrongThis book represents an original and innovative series of insights, ideas and questions concerning inclusive education and cross-cultural understandings. Drawing on historical and cultural material, policy developments, legislation and research findings, the book provides a critical exploration of key factors including inclusive education, human rights, change, diversity and special educational needs. The contributors focus closely on how these factors are defined and experienced within particular societies. ISBN 13: 9781402087318 e ISBN: 9781402051197
Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education (Inclusive Education: Cross Cultural Perspectives #4)
by Len Barton Felicity ArmstrongThis book represents an original and innovative series of insights, ideas and questions concerning inclusive education and cross-cultural understandings. Drawing on historical and cultural material, policy developments, legislation and research findings, the book provides a critical exploration of key factors including inclusive education, human rights, change, diversity and special educational needs. The contributors focus closely on how these factors are defined and experienced within particular societies.
Policy for Open and Distance Learning: World review of distance education and open learning Volume 4
by Helen Lentell Hilary PerratonPolicy for Open and Distance Learning considers the questions that planners and policy makers in open and distance learning need to address at any level of education.Starting by analysing the range of purposes for which open and distance learning is used, the book places the issues in context and examines experience in both the public and private sector. As well as discussing in detail new agenda set by new information and communication technologies, the book covers:* Inputs * Processes * Outcomes.The editors, Hilary Perraton and Helen Lentell, have drawn together an international team of contributors who have examined the varied roles of the new technologies as well as low-technology approaches to open and distance learning throughout the world.This book will be invaluable to policy makers in education and those planning or managing open and distance learning programmes. It will also be of interest to students and teachers of education and anyone concerned with comparative education.
Policy for Open and Distance Learning: World review of distance education and open learning Volume 4
by Hilary Perraton Helen LentellPolicy for Open and Distance Learning considers the questions that planners and policy makers in open and distance learning need to address at any level of education.Starting by analysing the range of purposes for which open and distance learning is used, the book places the issues in context and examines experience in both the public and private sector. As well as discussing in detail new agenda set by new information and communication technologies, the book covers:* Inputs * Processes * Outcomes.The editors, Hilary Perraton and Helen Lentell, have drawn together an international team of contributors who have examined the varied roles of the new technologies as well as low-technology approaches to open and distance learning throughout the world.This book will be invaluable to policy makers in education and those planning or managing open and distance learning programmes. It will also be of interest to students and teachers of education and anyone concerned with comparative education.
Policy Foundations of Education
by Andrew WilkinsThis volume introduces the histories and traditions that have inspired innovation in thinking and writing about policy making and policy worlds in the field of education. Through a focus on post-positivist epistemologies and anti-foundationalist philosophies, this volume documents some of the most recent theoretical and empirical developments in the education sub-field of 'policy sociology', also known as 'sociology of education policy' or 'critical policy sociology'. The result is a comprehensive text and navigational tool for studying the application and merit of poststructuralist and social constructivist approaches to education policy scholarship. About the Educational Foundations series: Education, as an academic field taught at universities around the world, emerged from a range of older foundational disciplines. The Educational Foundations series comprises six volumes, each covering one of the foundational disciplines of philosophy, history, sociology, policy studies, economics and law. This is the first reference work to provide an authoritative and up-to-date account of all six disciplines, showing how each field's ideas, methods, theories and approaches can contribute to research and practice in education today. The six volumes cover the same set of key topics within education, which also form the chapter titles: - Mapping the Field - Purposes of Education- Curriculum - Schools and Education Systems - Learning and Human Development - Teaching and Teacher Education - Assessment and Evaluation This structure allows readers to study the volumes in isolation, by discipline, or laterally, by topic, and facilitates a comparative, thematic reading of chapters across the volumes. Throughout the series, attention is paid to how the disciplines comprising the educational foundations speak to social justice concerns such as gender and racial equality.
Policy Foundations of Education
This volume introduces the histories and traditions that have inspired innovation in thinking and writing about policy making and policy worlds in the field of education. Through a focus on post-positivist epistemologies and anti-foundationalist philosophies, this volume documents some of the most recent theoretical and empirical developments in the education sub-field of 'policy sociology', also known as 'sociology of education policy' or 'critical policy sociology'. The result is a comprehensive text and navigational tool for studying the application and merit of poststructuralist and social constructivist approaches to education policy scholarship. About the Educational Foundations series: Education, as an academic field taught at universities around the world, emerged from a range of older foundational disciplines. The Educational Foundations series comprises six volumes, each covering one of the foundational disciplines of philosophy, history, sociology, policy studies, economics and law. This is the first reference work to provide an authoritative and up-to-date account of all six disciplines, showing how each field's ideas, methods, theories and approaches can contribute to research and practice in education today. The six volumes cover the same set of key topics within education, which also form the chapter titles: - Mapping the Field - Purposes of Education- Curriculum - Schools and Education Systems - Learning and Human Development - Teaching and Teacher Education - Assessment and Evaluation This structure allows readers to study the volumes in isolation, by discipline, or laterally, by topic, and facilitates a comparative, thematic reading of chapters across the volumes. Throughout the series, attention is paid to how the disciplines comprising the educational foundations speak to social justice concerns such as gender and racial equality.
Policy, Geophilosophy and Education
by P. Taylor Webb Kalervo N. GulsonEducation policy is premised on its instrumentalist approach. This instrumentalism is based on narrow assumptions concerning people (the subject), decision-making (power), problem-solving (science and methodology), and knowledge (epistemology). Policy, Geophilosophy, and Education reconceptualises the object, and hence, the objectives, of education policy. Specifically, the book illustrates how education policy positions and constitutes objects and subjects through emergent policy arrangements that simultaneously influence how policy is sensed, embodied, and enacted. The book examines the disciplinary and multi-disciplinary approaches to education policy analysis over the last sixty years, and reveals how policy analysis constitutes the ontologies and epistemologies of policy. In order to reconceptualise policy, Policy, Geophilosophy, and Education uses ideas of spatiality, affect and problematization from the disciplines of geography and philosophy. The book problematizes case-vignettes to illustrate the complex and often paradoxical relations between neo-liberal education policy equity, and educational inequalities produced in the representational registers of race and ethnicity.
The Policy Impact of Universities in Developing Regions (Policy Studies Organization Series)
by Frederick A. LazinAn examination of the role of universities in developing regions. The themes include the development role of a university in peripheral regions as diverse as northern Sweden and southern Israel, and the role of universities in training professional administrators and doctors.
Policy Impacts on Qualitative and Quantitative Aspects of Indian Education: Special Emphasis On Punjab (India Studies in Business and Economics)
by Jatinder S. BediThe book focuses on the state of education and on the levels of inequality among gender, rural–urban and social groups. Taking into account the various findings from existing literature on the qualitative and quantitative aspects of education, it uses empirical findings based on a revised methodology to draw new conclusions. This revised method was devised to define the size of population eligible for enrollment and was then employed to estimate the Gross Enrollment Rate (GER) and Gross Literacy Rate (GLR) at various completed education levels, using age-wise data from the Population Census, 2011. This methodology is based on the concept that among those eligible for enrollment/literacy, a few never get chance to enrol and others achieve various levels of literacy by remaining engaged in formal or informal education up to various ages. The book comes up with findings that have deep significance so far as policy making is concerned towards improving the state of education in India. There are fourteen hypotheses that the book proposes based on the study and each hypothesis is accompanied with policy suggestions. Interestingly, one of the hypotheses is that arbitrariness of government policies creates more problems and, as such, before proposing a policy change the government needs to put in more effort and time in planning and come up with carefully chalked out processes. In addition to being a valuable resource for researchers working in this area, the book has huge policy implications and think tanks working towards improving education in India.
Policy Issues in Employment Testing (Evaluation in Education and Human Services #35)
by Linda C. Wing Bernard R. GiffordLinda C. Wing and Bernard R. Gifford How should a society committed to the ideas of individual merit, equal opportunity, and the free marketplace allocate scarce educational and employment opportunities? How can that society draw distinctions fairly and justifiably-among people competing against each other for the same opportunity? These are among the central questions of a democracy. How a society answers them reveals a great deal about its values and its priorities, and determines a great deal about its future course. In recent decades, we have placed the standardized pencil-and-paper test at the center of these fundamental questions about the nature of opportunity allocation in American life. In more and more areas of our lives-schools, employment, the military-we rely upon the standardized test to rank or classify people, and to assure ourselves that we have done so fairly. The papers gathered here were prepared at the invitation of the National Commission on Testing and Public Policy. (The editors of this volume were involved in the commission from its inception in 1987 until shortly after the publication of its major public report in 1990-Bernard Gifford as Chair and Linda Wing as Associate Director. 1) Each chapter focuses on an aspect of employment testing-a topic that could hardly 1 POLICY ISSUES IN EMPLOYMENT TESTING 2 be more in need of calm deliberation and reasoned discussion than it is today.
Policy Issues in the Early Years
by Linda Miller Professor Denise HeveyProviding a unique and critical insight into some of the most significant issues affecting Early Years Policy, this book has chapters from leading authorities and researchers in the field and draws on current research, addresses key debates and considers international perspectives. Topics covered include: - policy making - poverty, disadvantage and social exclusion - promoting infant mental health - safeguarding and well-being - enhancing children's potential - parenting policies and skills - national strategies versus professional autonomy - the marketisation of early years provision - democracy as a fundamental value in Early Years Taking a critical perspective and written in an accessible style, the book is relevant to all levels of Early Years courses, from Foundation Degree to Masters. The reader is encouraged to engage with debates and to develop their own views and opinions. With staggered levels of Further Reading, the editors and contributors provide a rich source of material that encourages reflection and promotes progression. Linda Miller is Professor Emeritus of Early Years, The Open University. Denise Hevey is Professor of Early Years, The University of Northampton.
Policy Issues in the Early Years (PDF)
by Linda Miller Professor Denise HeveyProviding a unique and critical insight into some of the most significant issues affecting Early Years Policy, this book has chapters from leading authorities and researchers in the field and draws on current research, addresses key debates and considers international perspectives. Topics covered include: - policy making - poverty, disadvantage and social exclusion - promoting infant mental health - safeguarding and well-being - enhancing children's potential - parenting policies and skills - national strategies versus professional autonomy - the marketisation of early years provision - democracy as a fundamental value in Early Years Taking a critical perspective and written in an accessible style, the book is relevant to all levels of Early Years courses, from Foundation Degree to Masters. The reader is encouraged to engage with debates and to develop their own views and opinions. With staggered levels of Further Reading, the editors and contributors provide a rich source of material that encourages reflection and promotes progression. Linda Miller is Professor Emeritus of Early Years, The Open University. Denise Hevey is Professor of Early Years, The University of Northampton.
Policy Makers on Policy: The Mais Lectures
by Forrest H. CapieMonetary policy is still one of the most contested areas of modern economics, and since the original publication of Policy Makers on Policy much has changed. This new edition collects contributions from leading policy makers and practitioners to reflect on the aims and objectives of monetary policy and on what it can achieve, combining the old chapters from Gordon Brown, Tony Blair, Kenneth Clarke, Geoffrey Howe, Nigel Lawson, and others, with new perspectives from Mervyn King, Jean-Claude Trichet, Ernst Welteke, Otmar Issing, and Alastair Darling. A new far-reaching introduction from the editors Forrest Capie and Geoffrey Wood puts these important contributions to the discussion of economic policy in the new context. They look at what lessons can be learnt from the earlier discussions, what anticipations of present difficulties can be found in them and what, in other words, the comparatively recent past teaches us about how to deal with the turbulent present.The second edition of Policy Makers on Policy brings together otherwise inaccessible commentaries and reflections on policy by those involved in making it, along with a commentary on and context for their remarks. Thus the book will be of great interest and use to students of economics and politics, and indeed anyone with an interest in current economic developments and their roots in the past.
Policy Makers on Policy: The Mais Lectures
by Forrest Capie Geoffrey WoodMonetary policy is still one of the most contested areas of modern economics, and since the original publication of Policy Makers on Policy much has changed. This new edition collects contributions from leading policy makers and practitioners to reflect on the aims and objectives of monetary policy and on what it can achieve, combining the old chapters from Gordon Brown, Tony Blair, Kenneth Clarke, Geoffrey Howe, Nigel Lawson, and others, with new perspectives from Mervyn King, Jean-Claude Trichet, Ernst Welteke, Otmar Issing, and Alastair Darling. A new far-reaching introduction from the editors Forrest Capie and Geoffrey Wood puts these important contributions to the discussion of economic policy in the new context. They look at what lessons can be learnt from the earlier discussions, what anticipations of present difficulties can be found in them and what, in other words, the comparatively recent past teaches us about how to deal with the turbulent present.The second edition of Policy Makers on Policy brings together otherwise inaccessible commentaries and reflections on policy by those involved in making it, along with a commentary on and context for their remarks. Thus the book will be of great interest and use to students of economics and politics, and indeed anyone with an interest in current economic developments and their roots in the past.
Policy Matters: Perspectives, Procedures, and Processes (Transforming Education Through Critical Leadership, Policy and Practice)
by Dr. David C. Young Dr. Robert E. White Dr. Monica A. WilliamsNever have policy initiatives been so important than in today’s society. Neoliberal manifestations, climate change, civil rights movements, and governmental reactions to these issues have created a backdrop where greater education in policy analysis and development is vital. Policy is often created for accruing power, expanding privilege, and further marginalizing oppressed groups. Educating policy developers and consumers is but one means of harnessing the positive power of policy while restraining the tendencies to pervert policy for the betterment of a powerful hegemonic elite. Policy Matters: Perspectives, Procedures, and Processes demystifies policy, exploring how it may truly be transformative in combatting hegemonic and neoliberal incursions into the educational arena. The traditional theory / practice divide is overcome here, uniquely, as educational policy is united with educational reality to empower educators, education stakeholders, and citizens to use policy, policy development, and policy initiatives for the betterment of society as a whole.
Policy Matters: Perspectives, Procedures, and Processes (Transforming Education Through Critical Leadership, Policy and Practice)
by Dr. David C. Young Dr. Robert E. White Dr. Monica A. WilliamsNever have policy initiatives been so important than in today’s society. Neoliberal manifestations, climate change, civil rights movements, and governmental reactions to these issues have created a backdrop where greater education in policy analysis and development is vital. Policy is often created for accruing power, expanding privilege, and further marginalizing oppressed groups. Educating policy developers and consumers is but one means of harnessing the positive power of policy while restraining the tendencies to pervert policy for the betterment of a powerful hegemonic elite. Policy Matters: Perspectives, Procedures, and Processes demystifies policy, exploring how it may truly be transformative in combatting hegemonic and neoliberal incursions into the educational arena. The traditional theory / practice divide is overcome here, uniquely, as educational policy is united with educational reality to empower educators, education stakeholders, and citizens to use policy, policy development, and policy initiatives for the betterment of society as a whole.
Policy Perspectives on Educational Testing (Evaluation in Education and Human Services #32)
by Bernard R. GiffordAmerica faces a crisis in education and its accompanying effects on the nation's economic and social life. Educators and policy makers need to document the extent of this crisis, to gauge its potential impact, and to develop educational strategies that would boost achievement; this has turned the spotlight on educational assessment - the procedures, practices, and tools that educators use to measure the progress of students, both as individuals and groups. This book deals with a range of issues within the field of educational assessment, with an emphasis on those issues that have sparked the public policy debate in recent years. Much of this volume concerns itself with the impact of testing on various subgroups of the population - blacks, Hispanics, young children, and children considered to be of `below average' ability. Taken together, the contributions to this volume represent a broad range of views on differential test performance. (This book is part of the subseries of books based on the Ford Foundation's National Commission on Testing and Public Policy. Previous titles in this program include Gifford & Wing/Test in Defense, Gifford & O'Connor/Changing Assessments, Gifford/Test Policy and the Politics of Opportunity Allocation, and Gifford/Test Policy and Test Performance.)
POLICY & POL LIFE OF MUSIC EDUCAT C
by Patrick Schmidt Richard ColwellPolicy and the Political Life of Music Education is the first book of its kind in the field of Music Education. It offers a far-reaching and innovative outlook, bringing together expert voices who provide a multifaceted and global set of insights into a critical arena for action today: policy. On one hand, the book helps the novice to make sense of what policy is, how it functions, and how it is discussed in various parts of the world; while on the other, it offers the experienced educator a set of critically written analyses that outline the state of the play of music education policy thinking. As policy participation remains largely underexplored in music education, the book helps to clarify to teachers how policy thinking does shape educational action and directly influences the nature, extent, and impact of our programs. The goal is to help readers understand the complexities of policy and to become better skilled in how to think, speak, and act in policy terms. The book provides new ways to understand and therefore imagine policy, approximating it to the lives of educators and highlighting its importance and impact. This is an essential read for anyone interested in change and how to better understand decision-making within music and education. Finally, this book, while aimed at the growth of music educators' knowledge-base regarding policy, also fosters 'open thinking' regarding policy as subject, helping educators straddling arts and education to recognize that policy thinking can offer creative designs for educational change.
Policy, Professionalization, Privatization, and Performance Assessment: Affordances and Constraints for Teacher Education Programs (SpringerBriefs in Education #0)
by Theresa J. Gurl Limarys Caraballo Leslee Grey John H. Gunn David Gerwin Héfer BembenuttyThis volume reviews the background of mandated teacher performance assessment with an emphasis on policy, privatization, and professionalization. The authors discuss the potential impact of mandated teacher performance assessments on teacher education in the content areas of mathematics, English, and social studies. The perspectives and empirical research examined in this conceptual analysis illustrate the various ways in which the Stanford Center for Assessment, Learning, and Equity (SCALE) Teacher Performance Assessment (edTPA) promises to restructure teacher education in the United States. The authors consider both the affordances and the constraints that teacher performance assessments offer for teacher preparation programs, and conclude by discussing the implications of the intersections among policy, privatization, professionalization, and performance assessments of teachers, as well as the relationship between performance assessments and teacher education. The impact of the edTPA on the development of signature pedagogies in teacher education is also discussed.
Policy, Provision and Practice for Special Educational Needs and Disability: Perspectives across Countries (Routledge Research in Special Educational Needs)
by Peter WoodThis book showcases the diverse nature of policy, provision and practice for special educational needs and disability (SEND) across different international settings. Situated across a backdrop of varied international policies relating to inclusion, the book offers insights into the rhetoric of SEND policy and practice across a range of settings to contribute to our understanding of SEND provision. It explores the complexities, concerns and challenges experienced by staff, pupils, parents and carers in contemporary education settings. Chapters draw on empirical research and are structured around four parts: special education needs and disability within policy; stakeholder perceptions and experiences of SEND provision; meeting the needs of SEND children; and moving towards inclusive practice. The volume will challenge thought, stimulate critique and provoke debate in the field of special educational needs both locally and globally and will be of interest to researchers and postgraduate students in the field of inclusive education, special needs education and comparative education.