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This study aimed to enquire about the English foreign language (EFL) doctoral students' perspective, especially in the non-English department, concerning the Indonesian government policy, which obliges an article published in a reputable international journal as a requirement to receive a doctoral degree. Their challenges in publishing their papers in Scopus or Web of Science (WOS)-indexed journals and their resolutions were also analyzed. A mixed-methods technique was used to obtain quantitative and qualitative information. The study consisted of 57 respondents, comprising 25 males and 32 females, who were EFL doctoral students of education departments from five universities. The purposive sampling method with several criteria was used to determine the study participants. Data were then collected through questionnaires and semi-structured interviews. Subsequently, the findings showed that the policy of publishing a paper in Scopus or WOS-indexed journals to obtain an EFL doctoral degree was burdensome to the majority of the students. Other findings showed that the students faced several challenges in publishing their papers in these journals, including language problems, cost of publication, journal selection, lack of experience, duration to publish, writing difficulties, revising, and stress. The actions to resolve these challenges were also provided in this study. [ABSTRACT FROM AUTHOR]

The 2022 Special Educational Needs and Disability (SEND) Review in England has proposed changes to the way in which SENCos are trained before working in English schools. Although the DfE collects data relating to the demographics of all teachers, the 2022 SEND Review Green Paper does not draw on this to support or inform the changes being proposed. A Freedom of Information request was made to the DfE, from which actual data could be acquired, with breakdowns by age, gender, qualifications and leadership status. The data describe a teacher who is still more likely to be female and approaching the middle of their career. Most SENCos are still on the class teacher pay scale rather than the leadership scale, with a minority holding a Master's‐level qualification. The DfE does not have an accurate overview of how many teachers hold the current SENCo qualification. The article provides a number of recommendations to policymakers based on the data provided. [ABSTRACT FROM AUTHOR]

The Skills for Jobs White Paper and Lifelong Learning Entitlement (LLE) have been anticipating changes in UK policy. Participation in adult education and work-based opportunities has been in decline for over 15 years, but without a clear information, advice and guidance (IAG) strategy and framework, there is reasonable doubt if the intended outcomes will be met. Using a narrative literature review relating to IAG, mature students and lifelong learning, this article finds the key to the success in supporting the adult education agenda involves collaboration. This should involve regional-level partnerships to map out provision with education providers, employers and local government, ensuring representation of the group through targeted initiatives, personal support and guidance. [ABSTRACT FROM AUTHOR]

In 2011, the Taiwanese Ministry of Education issued a policy on the internationalisation of schooling. The policy assumes that being 'international' has become necessary in order to maintain economic competitiveness in a globalising world. It was published in two languages: Mandarin, the official language in Taiwan, and English, presupposed as a lingua franca. Treating 'policy as discourse', the article analyses internationalism and its performativity through the publication and specific textual construction of this policy. The analysis considers the layout, target readerships, conceptual translation, and spatial representation and construction of 'Chineseness' in the two policy texts. This attempt at internationalisation is related to the very specific historical and geopolitical conditions of Taiwan and its liminal position in the globe. The significance of the article rests in expanding ideas of 'translation' in education policy studies and in the analysis of the specific geopolitics of East Asia. [ABSTRACT FROM AUTHOR]

The author conducted sampling and statistical analysis of papers on education policy research collected by the China National Knowledge Infrastructure in the period from the years 2004–2013. Under the current state of education policy research in China, the number of papers correlates positively with the year; the papers are concentrated in education journals; the researchers are primarily associated with institutions of higher education; and the studies cover a broad range of topics, while emphasizing the practice of education policy. The development trends of education policy research in China include a general rising trend for research on education policy; in the future, researchers from institutions of higher education will continue to be a dominant force in education policy research, and the authors’ regional distribution will continue to be imbalanced; education policy research will focus more on educational equity and improved quality, and studies of foreign education policies will continue to be a topic of interest. [ABSTRACT FROM AUTHOR]

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The study presents a bibliometric network analysis of the two most recent schools reforms in Norway. Two research questions have been pursued: First, do the government-appointed expert commission use (in Green Papers) the same type of knowledge as 'evidence' for their reviews and recommendations as the Ministry of Education and Research (as reflected in the White Papers)? How has the use of 'evidence' changed over the two reform periods? Second, which body of knowledge amassed by the expert commission has the Ministry of Education and Science actually used for policy formulation? The network analysis shows (i) distinct changes in reference patterns over the two reform periods (e.g., average number of references more than doubled and references to international texts increased significantly), and (ii) an unexpectedly low usage of the 'evidence' presented by the expert commissions. The Ministry of Education and Research only draws on 9.5 percent of the references presented by the expert commissions. Strikingly, almost all of the adopted references are from a commissioned report that locally adapted and translated OECD's Definitions and Selections of Competencies project. The authors suggest 'studying up' and paying more attention to how scientific 'evidence' is actually used, translated, and edited at the political level. [ABSTRACT FROM AUTHOR]

Interrogating the White Paper 3 of 1997 which upholds academic freedom, institutional autonomy and public accountability, I make the case for justice through higher education using public accountability. I argue that the higher education system in South Africa is capable of fulfilling such a role in the context of extreme injustices but not without a critical engagement of the extent and causes of these injustices and an understanding of their implications for academic curricula, practices and deeply embedded conceptions of knowledge. A redefinition of higher education institutions' public accountability in terms of responsibility to their 'institutional locale' or community (the populations whose needs they should be meeting) can be an effective 'proactive tool' with which higher education can redress social injustices. This requires an interrogation of the social, political and economic conditions of possibility that either inhibit or aid educational desire and attainment. An investigation of this nature entails a rigorous reappraisal of all three of the key principles within which higher education systems operate—academic freedom, institutional autonomy and public accountability—if they are to guard against the continued perpetuation of epistemic and social injustices. [ABSTRACT FROM AUTHOR]

The article provides an overview of Black Papers project on education in Great Britain. The project is the way the sorting of people into gradations of intelligence and dullness can work against commitments to social justice. It also informs on editors C.B. Cox and A.E. Dyson became embroiled in a national conversation about the Harold Wilson government's attempts to dismantle the provisions of the 1944 Education Act and abolish the grammar schools.

Aims: This position paper illustrates how Educational Psychological Services (EPSs) have been instrumental through ever more systemic and universal ways of working to identify links between the needs within Scottish schools and targeted and universal nurturing approaches. Method: This paper will initially demonstrate the appropriateness of a nurturing approach within a Scottish context, as a response to issues related both to mental health and to poverty. It will then continue by exploring how at both local and national levels, nurture-based practices have been embedded into policies and practice due to the influence of EPSs. It will demonstrate this through reference to the national context and the local authority (LA) level, using North Ayrshire Council (NAC) as an exemplar of how this can be achieved. Findings: This paper will state that, while national and local policy have influenced the focus of EPSs' priorities, so too has EPSs' knowledge of psychology influenced national and local policy regarding nurturing approaches. Limitations: This position paper is drawn from the Scottish education system and may not be fully representative of other contexts. Conclusion: There is an ongoing cycle of mutual influence, enabling the continual development of good practice within schools. This can offer a template of systemic working for the future development of the profession of the educational or 'school psychologist' on a wider scale. [ABSTRACT FROM AUTHOR]

The article discusses the importance on the development of the National Career Development Strategy Green Paper in providing a framework to demonstrate the significant role of career developments in Australia. It highlights the support of the Career Development Association of Australia (CDAA) on the development of effective policy in education and employment. It also outlines a range of important elements proposed by the green paper including the focus on lifelong career development.

This paper discusses some relevant issues in relation to the involvement of the Department of Education and Science in the education of children under four and examines the White Paper's proposals with specific reference to the target groups of young children who are disadvantaged, and young children with disabilities. [ABSTRACT FROM AUTHOR]

This study describes a key feature of modern, democratic policy making, namely the relation between stakeholder input and policy output. In the Nordic countries, there are long traditions for and democratic values attached to the dialogue between the government and civil society when developing policies for the educational sector. The case presented here is the hearing process held by the Norwegian Ministry of Education and Research in 2017 prior to the launch of a white paper on quality culture in higher education. The potential coherence between input by stakeholder groups and the quality measures proposed in the white paper is investigated. The theoretical framework comprises the concept of 'uploading' borrowed from research on EU policy making and discursive institutionalism to analyse the representation of input by stakeholder groups when they attempt to 'upload' their priorities into the white paper. The methodological approach is content analysis of the hearing responses and the white paper. The findings show that stakeholders from the higher education sector and employer groups had a higher degree of coherence with the proposed measures in the white paper, and universities and colleges had a lower degree of input that was represented. [ABSTRACT FROM AUTHOR]

The oral health education system is in need of major reform! This is especially apparent in university-based education for the health professions. So-called preclinical as well as clinical education simply has not kept pace with or been responsive enough to shifting patient demographics and patient/population desires and expectations, changing health system expectations, evolving interdisciplinary expertise and practice requirements, new scientific discoveries and scientific information, focus on quality improvement, and/or integration of emerging technologies. Moreover, university-based "dental education" is the most costly professional degree education within the entire university portfolio, and dental student accumulated debt is increasing each year well beyond national inflation estimates. Today, we have an enormous opportunity to explore major reforms in health professional education. Through the Santa Fe "process" of open and candid engagements and discussions (see www.santafegroup.org), we advance an argument as well as a national strategy that can enable major reforms in the oral health education system. We further suggest that major revisions can result in an outcome-based education system that prepares oral health professionals to meet both the needs of patients/families/communities and the requirements of a changing health system. [ABSTRACT FROM AUTHOR]

The government's White Paper, Learning to Succeed: a new framework for post-16 learning, is here evaluated. The considerable strengths of the proposals – replacement of the TECs with Learning and Skills Councils, the adoption of social partnership in the membership of the new Councils, the substantial increase in resource and a large number of specific measures – are briefly welcomed. A number of serious reservations are then discussed in detail – for example, the absence of a model of change, the over-riding concern to meet the skill needs of business, the overreliance on human capital theory and the continued dependence on exhortation as a means of increasing employers' investment in training. Findings from The Learning Society Programme are then used to question some of the central assumptions underlying the official model of progress. It is argued that endless technocratic reforms are more likely to foster conformity, compliance and control rather than emancipation, empowerment and the enhancement of learning. Finally, it is concluded that the government is rightly pursuing radical, structural reform but is failing to recognize the potential of lifelong learning as a major lever on such change. [ABSTRACT FROM AUTHOR]

The aim of this paper is to explain online different tools for Teaching Learning Philosophy to design additional courses in engineering education to fill the gap in academia and industry by practicing of Survey done for Faculty Members as well as Students. Continuous learning is key for excellence of human kind and education is foundation of a successful nation. Hence India's National Education Policy (NEP-2020) focuses on designing multidisciplinary higher education and improvising current teaching approach by emphasizing on use of blended Teaching-Learning Philosophy (TLP). Due to COVID-19 situation around, in this crisis educators and students moved towards contactless approach of learning without physical interaction. Hence various different tools come into the picture to provide online education. We are studying all the tools so that we will design add-on and bridge courses for students which will help to increase their chance at getting placed in good companies. This paper will highlight such tools which are being used by Vikrant Institute of Technology and Management for conduction of TLP smoothly as well as further actions on how to conduct add-on and bridge course in institute. [ABSTRACT FROM AUTHOR]

This study examines the reference societies of Norway and Sweden embedded in their education policy documents. We examined 4,260 bibliographic references in 19 white papers and green papers prepared for the 2016/2020 renewal of the Knowledge Promotion Reform in Norway and the 2015/2018 Knowledge Achievement Reform in Sweden. In addition, we interviewed 10 policy experts who participated in the preparation of the analyzed policy documents. The results show that the reference societies overall reflect the existing knowledge production and dissemination mechanisms in education policy; however, they significantly differed between Norway and Sweden regarding whether and to what extent they reference knowledge produced in other Nordic countries. Specifically, while Norway drew extensively on knowledge from its neighbors, particularly Sweden, Sweden seldom referenced knowledge produced in other Nordic countries. Policy actors identified similarity, relevance, accessibility, reform contexts, and institutional arrangements as reasons for (not) referencing neighbors. This study calls for further consideration of the political, social, and cultural embeddedness of the 'socio-logic' to understand implicit reference societies. [ABSTRACT FROM AUTHOR]

A rich literature has argued that so-called aspiration-raising policies tend to individualize structural conditions and thereby reproduce forms of inequality through young people's aspirations. This paper explores how aspiration-raising policy discourses are lived in ways that both accentuate but that might also contest their terms. Drawing on Lauren Berlant, we theorize aspiration as ongoing performances that can be altered and remade in affective scenes of interruption. We put our theorization to work in a longitudinal study that followed a young woman, Marie, throughout her upper secondary education. Whilst Marie's performances of aspiration predominantly chimed with such individualistic policy discourses, she would also describe moments where these performances were seemingly interrupted. These were moments where Marie vividly experienced concerns related to planetary crises. The analysis carefully unpacks these moments, and we argue that they bring Marie into contact with the political stakes in her life and lead her to search for alternative, more sustainable, and collective modalities of aspiration. Hence, supplementing previous studies that have shown how inequality is reproduced through aspirations, the paper contributes with new understandings of how alternative modalities of aspiration may emerge that potentially exceed structural limits. [ABSTRACT FROM AUTHOR]

Whether enough highly qualified STEM workers are being educated and trained in the UK is an important question. The answer has implications not only for educators, employers and policymakers but also for individuals who are currently engaged in, or are considering entering, education or training in this area. Set against a policy backdrop that prioritises students studying more science for longer, this paper considers long-term patterns of participation in STEM education – from school science through to graduate entry into the highly skilled STEM labour market. Using a unique dataset that extends across seven decades and comprises many hundreds of thousands of students, the paper finds that patterns of participation in most STEM subjects have varied little over the period considered; suggesting that efforts to increase the numbers of students studying science in school has had limited impact on the throughput of students who study STEM, including the pure sciences, at university level and, subsequently, on the number of graduates who would be available to undertake highly skilled work in areas for which degree-level skills are a pre-requisite. [ABSTRACT FROM AUTHOR]

We, the Editor and Publisher of Arts Education Policy Review, have retracted the following book review: Kudrat-E- Khuda(Babu) (2021) Hunter, M. A., Aprill, A., Hill, A., and Emery, S. 2018. Education, Arts and Sustainability: Emerging Practice for a Changing World, Arts Education Policy Review, DOI: 10.1080/10632913.2021.1904074. The Editor of Arts Education Policy Review and Taylor & Francis note that the policy of the journal is to consider only original material. It has become known that this book review contains substantial overlap with the book Education, Arts and Sustainability: Emerging Practice for a Changing World by M.A. Hunter, A. Aprill, A. Hill, and S. Emery (ISBN 978-981-10-7710-4), which is in violation of the journal's . As this conflicts with the stated policy on originality and plagiarism, the book review is hereby retracted and should not be cited. The retracted book review will remain online to maintain the scholarly record, but it will be digitally watermarked on each page as "Retracted". We have been informed in our decision-making by our policy on publishing ethics and integrity and the COPE guidelines on retractions. [ABSTRACT FROM AUTHOR]

The 2014 paper "Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood" examines the effectiveness of grade 3-8 teachers and their students' future income. It shows that 30 percent of the achievement gap between high and low- poverty schools is due to school closures and 50 percent is explained by the differential effect of remote/hybrid learning on poor and rich schools. School closures and switches to hybrid/virtual learning due to the pandemic adversely affected student achievement through several channels, including a decline in skill accumulation and a disruption of peer effects and peer-group formation. The 2021 study "Large Socio-Economic, Geographic and Demographic Disparities Exist in Exposure to School Closures" shows that school closures occurring from September 2020 to December 2020 were more common in schools with lower third-grade math scores and with higher shares of students who are racial and ethnic minorities, who experience homelessness, who have limited English proficiency and who are eligible for free or reduced-price school lunches. [Extracted from the article]

This paper critiques recent developments in educational discourse through an analysis of two UK Government White Papers and three specific problems. We argue that the latter herald forms of 'biocreep'. Echoing the analysis of such phenomena in the work of Michel Foucault, this gradual extension of 'biopolitics' into the field of education is a tendency which has accelerated with the Coronavirus pandemic and raises many questions for policy analysis. First, we show how the White Papers' approach to life and its related assumptions embody an attempt to further entrench the techniques of biopolitical population management in secondary and further education settings. Second, our analysis of the two Papers shows not just a deepening discursive shift towards ways of instrumentalising educational processes, but also identifies a triple problem of political assemblage: primo, this shift relies on the assemblage of a 'problematic subject'; secondo, it simultaneously assembles the problem of value extraction; and tertio, it obscures the problem of desire or unruliness of the assemblages created. Just as discursive practices of instrumentation, administration and evacuation try to manage these assemblages, they remain unable to contain the three problems they enshrine. [ABSTRACT FROM AUTHOR]

This article discusses some of the main findings of a Critical Discourse Analysis of two landmark documents in Irish adult education: Learning for Life: The White Paper on Adult Education (DES, 2000) and the Further Education and Training Strategy (SOLAS, 2014) (from here on referred to respectively as the White Paper and the FET Strategy). The diachronic approach taken by this inquiry permits an exploration of the ways in which language in policy documents has changed over time, particularly in terms of how policy addresses educational inequality. It is in this way that the notion of a discursive shift could be explored, setting this change in language in starker relief. Policy as discourse shapes the formation of this inquiry so the article briefly explicates the approach taken to a Critical Discourse Analysis. Considerations of methodological nationalism widened the focus to consider the influence of European Union (EU) policy discourses specifically in Irish policy formation and these discourses in the statecraft of the EU and nation states. It is from this perspective that the Irish story is also a European one, so the article analyses how the White Paper and the FET Strategy were framed by the EU policy discourses of 'lifelong learning' and 'skills' respectively. As part of this analysis, this article considers the significance of the redefinition of the notion of 'inclusion' to 'active inclusion' and the sharpening of 'evidence based' discourse in policy resourcing of adult education provision. Finally, the article briefly elaborates on the authors' experience of this research and the value of Critical Discourse Analysis as a normative force and a tool for advocacy. [ABSTRACT FROM AUTHOR]

The article discusses a major international conference hosted by the Centre for International Research in Supplementary Tutoring (CIRIST) at East China Normal University (ECNU) on the theme of "Comparing Curriculum and Instruction Inside and Outside Schools: Policies and Practices." The conference focused on private supplementary tutoring in China and other parts of the world. The collection of papers in the article explores the concept of shadow education, which refers to various forms of private tutoring, and examines its parameters and global implications. The papers also discuss the historical development and current state of shadow education in countries such as the Republic of Korea, the Gulf Cooperation Council (GCC) countries, India, and Belarus. The article highlights the cultural and political factors that shape attitudes towards education and the private tutoring industry in different contexts. It also mentions the recent national-government policy in China that aims to reduce the size of the tutoring sector. [Extracted from the article]

A review of publications about educational research in Guinea-Bissau in the last 40 years is the subject of this paper. Published articles have permitted us to map the research terrain and produce new knowledge without collecting new empirical data. We reviewed 148 studies published between 1975 and 2015 in journal articles, theses, monographs, research reports, conference papers, books, edited volumes and grey literature. Moving from title to introduction/abstract and then the entire text we explored thematic focuses, methods, findings, conclusions and funding. This paper argues that education policy receives more attention followed by language issues and it also suggests that the research agenda is mainly due to external pressure with a tendency for applied research. [ABSTRACT FROM AUTHOR]

This article deconstructs the language of the 2010 UK Coalition Government's White Paper, The Importance of Teaching. It uses analytical frameworks related to rhetoric established by Aristotle and Cicero. It explores the mechanisms of language using both critical discourse analysis and content analysis, offering quantitative data on the content of the paper and qualitative data on the literary strategies employed. It is concerned not only with how what is communicated persuades but also the ethics of persuasion; what is suggested and to what end. The article suggests a mutually reinforcing relationship between poverty of language and poverty of thought. The Coalition Government asserts an heroic stance to act radically to free victimised teachers from the burdens of bureaucracy imposed by the previous government. However, rather than radical action to make change, the findings suggest that the White Paper presents an illusory carapace of change that conceals fundamental continuity. It reassures all of the commitment of government and audiences to change while sustaining education as fundamentally unchanged. [ABSTRACT FROM AUTHOR]

In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the 'gap' leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contestation surrounding views about curriculum knowledge and equality I consider the thinking of two philosophers, Jacques Derrida and Emmanuel Levinas, and their work on justice, to trouble the curriculum framework and discourse of knowledge promoted through the policy text of The Importance of Teaching: The Schools White Paper (2010) and later associated policy reforms to the General Certificate of Secondary Education ( GCSE) curriculum in England. The Schools White Paper aims to make the curriculum more challenging to students by introducing tight controls in terms of the assessment framework and curriculum knowledge. I argue that, when considered through Derrida's perspective on language and meaning and Levinas' view on the ethical responsibility for the other, the reforms present obstacles to the search for a just curriculum. I look to the work of Sharon Todd and Paul Standish for a re-imagination of curriculum as or through relations in the light of Derrida's and Levinas' philosophies. [ABSTRACT FROM AUTHOR]

In the vigorous trend of international publication as a crucial research performance indicator, English claims the status of the uncontested global language of academic publishing. In this study, after providing a sketch of the policies of writing and publishing in English in Iran (reflected in national policy documents and university bylaws), we probe the perspectives of nine Iranian higher education policy experts about these policies through semi-structured interviews. The findings reveal that while policy documents indicate strong orientations in favor of publishing in English, the main justifications behind these policies appear to be vague ideas of demonstrating local academic capabilities and winning international reputation. However, the participants admit that ignoring the peculiarities of different academic fields and neglecting real-life research concerns while overemphasizing the number of research products are the main pitfalls of the policies. Their view of these problems and their suggested solutions indicate little consideration of the concern over the dominance of English in the world today. We discuss some aspects of this concern in relation to the neocolonial status of English in non-Anglophone countries where other languages and cultures can be overshadowed by a dominant so-called global academic lingua franca. [ABSTRACT FROM AUTHOR]

In 2006, barely 0.3% of young people aged 16 to 19 were able to go abroad with support from European programmes. Based on this finding and encouraged by theCouncil, the [...]

This article contextualises Education in Pakistan, a White Paper (2007), an influential education policy paper in Pakistan. The focus is on the ways the White Paper constructs its own contexts as a complement to the policy solutions proffered. Here we recognise Seddon's point about the discursive work of policy in constructing context. We focus on the way the White Paper constructs its political/ideological context and its global/national context. The White Paper works with the trope of a binary construction of Islam - fundamentalist or moderate - which rearticulates Orientalist Western constructions. The analysis of the construction of the global/national contexts demonstrates the framing of the policy by the Millennium Development Goals, and the Washington and post-Washington consensus. [ABSTRACT FROM AUTHOR]

James Callaghan's speech at Ruskin College, Oxford in October 1976 is widely considered a pivotal moment in modern English educational policy. Whilst it is not our intention to challenge this fundamental point, the paper will critically interrogate some long‐held assumptions about the motivation that led Callaghan to deliver his speech at Ruskin College. Specifically, the paper will argue that the Ruskin Speech, which spawned a subsequent great debate on education, was motivated by a desire to protect and support comprehensive education, rather than generate more fundamental and radical educational reform away from those principles. Where successive governments have referred back to the ideals espoused by the speech as justification for subsequent educational transformation away from comprehensive ideals, this has only served to imbue the Ruskin Speech and Great Debate with motivations that were not shared at the time by Callaghan and his Labour government. [ABSTRACT FROM AUTHOR]