Search

This paper presents a critical analysis of the multifaceted intermediary role played by ed-tech (educational technology) consulting providers in the realm of educational governance. The study draws on multidisciplinary research and uses illustrative examples from Germany to outline their impact on the integration of digital technologies in schools. By employing an analytical framework that encompasses three key perspectives—policy, pedagogy, and economics—the paper explores the complexities of consultancy between governance actors, sectors, and fields of knowledge. Considering these dimensions together, the study offers a comprehensive understanding of ed-tech consulting, shedding light on its influence on policy enactment, educational practices, and economic value chains. It underscores the challenges and tensions that consultants must navigate, while raising concerns about their potential to pre-empt pedagogical decisions and diffuse commercial interests into educational settings. As such, this paper aims to provide a conceptual foundation for investigating these ambiguities, with the goal of stimulating further research into the growing field of ed-tech consulting. [ABSTRACT FROM AUTHOR]

This study interrogates how one of the least-studied regional intergovernmental organisations, the African Union (AU), operationalises or recontextualises the global Sustainable Development Goals (SDGs) in the process of developing its post-2015 education and development strategies. Employing critical discourse analysis and drawing on multidisciplinary theories, the author examines the emergence of the SDGs in Africa and the strategies used to make them hegemonic. The analysis indicates that the AU positions itself as an emerging education policy "node" negotiating between global development discourses and African needs and challenges. The strategies that the AU uses highlight potential issues in global governance. On the one hand, the AU positions itself as a victim of the unfair power relationships in global governance, by which international organisations and powerful economies maintain their institutional, structural and productive dominance. This seems to keep the AU "at bay" when it comes to decision-making at the global level. The AU consequently vows to become more critical and assertive, and to forge inclusive and fair relationships with its global partners. On the other hand, post-2015 African development strategies seem to benefit from global norms and make repeated references to scientific knowledge, expert ideas and best practices from the Western world. Overall, then, in order to carry out its role as a continental policy node vis-à-vis global expectations, the AU employs two apparently conflicting strategies: adoption and adaptation. These interpretations of the SDGs add more salience to both consensus and conflict-driven theories of global governance. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Bildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of e-Education Research is the property of Northwest Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Internationally, the emphasis on school reforms is increasing, and school leaders play a key role in realising reform initiatives for school development and change. Often, the formation of partnerships between researchers and practitioners for school improvement is promoted to facilitate professional development and enhance student learning. However, limited attention has been directed towards the underlying ideas, values and beliefs in government-initiated strategies for partnership in the policy context of educational reform. This paper examines how partnerships between schools and higher education institutions are conceptualised and legitimised in Norwegian reform policy documents. We analyse three government white papers, each coupled with an executive partnership strategy document. The analysis applies a discourse analytical approach to policy as text and transmission. Our findings show a shift in the official national discourse on partnerships in education, underscoring new tensions regarding the power to define focus areas in the local reform work. [ABSTRACT FROM AUTHOR]

This paper discusses the critical role of time in the discursive, communicative constitution of organization under neo-liberal capitalism and its normalization of uncertainty and change. Building on a review of extant time notions in studies of organizational discourse and communicative constitution of organization, we propose a critical approach to temporality inspired by feminist time notions, namely spacetimemattering and politics of time. In doing this, we develop a multimodal and performative concept of temporality that facilitates a double attention to the multiple communication modes of time and their performative powers in organizing work life. We explore the value of this conception of temporality through an empirical illustration, showing how multiple temporalities entangle, differentiate, and compete, and how one time construct may domesticate and devalue other times without, however, eliminating those, thus enabling ongoing, precarious struggles over organizing work practices and subjectivities. The paper expands the scope of temporality studies in organizations, nurturing critical theorizing of and insights into the multimodal performativity and politics of time at work in neo-liberal capitalism. [ABSTRACT FROM AUTHOR]

Global teacher governance is an important strategy to promote the development of the global knowledge economy. It aims to promote the construction of high-quality teachers through various governance means, and realize the comprehensive support for students' learning. In the 1960s, based on the concern of teacher status and teacher training, international organizations went through three stages of concern, exploration and promotion in the process of promoting global teacher governance, and showed a clear development trend. The main strategies of global teacher governance include reshaping teachers' professional status, standardizing teachers' educational responsibilities, leveraging teachers' professional wisdom, and focusing on teachers' professional growth. In the future, its development and promotion require strengthening external resolutions to guide the policy direction of teacher governance, increasing education assistance to improve the overall effectiveness of teacher governance, using policy borrowing to promote best practices in teacher governance, and conducting international evaluations to establish comparative mechanisms for teacher governance.

Copyright of e-Education Research is the property of Northwest Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International & Comparative Education is the property of International & Comparative Education Editorial, Beijing Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The goal of this paper is to develop a marketing approach during the reorganisation of a university under the impact of competition and the inflow of transnational capital and to test it on the example of Russia's national research universities. For this research, the top 10 universities of Russia are selected. They are included in THE World University Rankings 2021 (they performed the reorganization and are national research universities). T.L. Saaty's hierarchy process, regression analysis, and correlation analysis are used. The approbation of the given recommendations on the example of national research universities of Russia in 2021 shows that the level of favourability of the impact of competition and the inflow of transnational capital on marketing management of quality during the reorganisation is moderate or low. Recommendations for its increase are offered. A marketing approach to quality management during the reorganisation of a university under the impact of competition and the inflow of transnational capital is developed. The approach includes, first, methodological recommendations to evaluate the level of favourability of the impact of competition and the inflow of transnational capital on marketing management of quality during the reorganisation of universities. Second, landmarks of the improvement of marketing results of the increase of quality of Russian universities during the reorganisation based on managing the factors of competition and the inflow of transnational capital.

The goal of this paper is to determine the impact of quality of education on socioeconomic development of the Kyrgyz Republic in a digital economy and to identify the prospects for enhancing this role in order to assist in the implementation of the Digital Transformation Concept "Digital Kyrgyzstan 2019-2023" and the Digital Agenda of the EEU for 2016-2019-2025. The methodology of regression analysis and forecasting based on the theory of probability using the Monte Carlo method was used to prove that the globalization of education in the Kyrgyz Republic in 2013-2019 hampered the social and economic development of the Kyrgyz Republic, and it is very likely that it will slow down the innovative development and economic growth of this country in 2020. This problem stems from the fact that the digital economy of the Kyrgyz Republic is in a formative stage thus far, and the significance of quality of education in it is contradictory. On the one hand, there is a growing demand for the teaching of digital competencies among the emerging information society, which cannot be met due to the retaining of traditional educational programs. On the other hand, the regulatory framework for digital business is still under development, which reduces the demand for training of digital personnel. In order to address the identified problem, it is recommended to develop an institutional environment and to promote business digitalization in the Kyrgyz Republic. This will make it possible to create a consistent demand for training of digital personnel from society, the State and business, and to promote the key role of quality of education in the digital economy of the Kyrgyz Republic.

Im Zuge der digitalen Transformation kommt dem Staat mittels Bildungspolitik eine wichtige Steuerungsrolle zu. Bildungspolitisch steuernde Vorgaben kulminierten in der Verwaltungsvereinbarung „DigitalPakt Schule 2019–2024“, der finanzvolumenmäßig größten Investition für Bildung in der digitalen Welt der Bundesrepublik. Parallel hierzu obliegen dem Schulsystem wesentliche gesellschaftliche Aufgaben, darunter die Qualifikations-, Selektions- und Allokations-, Integrations- und Legitimations- sowie Enkulturationsfunktion. Der vorliegende Beitrag untersucht und reflektiert vor dem Hintergrund governanceanalytischer Annahmen mittels einer Dokumentenanalyse, inwiefern dieses Schlüsseldokument als Steuerungsinstrument zentralen Funktionen des Schulsystems gerecht wird. Auf Basis der Analyse wird kritisch reflektiert, wie die Verwaltungsvereinbarung „DigitalPakt Schule“ als bildungspolitisches Steuerungsinstrument zu einer digitalen Transformation beiträgt bzw. beitragen könnte und welcher Unterstützungsfaktoren es dazu auf verschiedenen Akteursebenen künftig bedarf.

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article analyzes educational governance and its connection to future communication in pedagogy. Three interpretive frameworks are identified: degeneration theory, eschatological interpretive framework, and utopia. These frameworks are examined to understand the intentions and consequences of shaping the future through education. The text describes various programs and discourses that deal with the future in pedagogy and emphasizes the diversity of perspectives and discourses associated with the concept of "future". Problems and challenges in governing the education system are also discussed, including criticism of the digitization of education. The authors emphasize that the future of education depends on compulsory schooling and the state guarantee of system maintenance. [Extracted from the article]

The purpose of this case study research paper is to provide unique and in-depth data and understanding of Enterprise-Wide Risk Management within the real-world context of a private HEI. The research presented adoption of risk management practices within a UK higher education (HE) setting that demonstrates the evolution of processes towards enterprise-wide educational governance in support of a sustainable HE sector. Effectively managing enterprise wide risk ensures sustainability is on the governance agenda. Within this research paper a wide spectrum of risk management practices and theories is assessed and a case study review shows a mature adoption, over time, of a holistic approach to managing risk. This research paper therefore, provides valuable lessons learned and gives practical guidance for policy makers, governors and senior management in Higher Education Institutions (HEIs). The case study organisation provides a best practice view of enterprise-wide risk management system taking guidance from global standards, national regulatory bodies, universities, colleges and experts in risk management from all levels. The main gap in current published knowledge presented is that the drivers for successfully implementing sustainable risk management in the HE sector are not known. The research questions have led the inquiry to provide three contributions to a better understanding of adopting Enterprise-Wide Risk Management in HE with a new roadmap for implementation; thematic direction for governance; and six drivers for successfully implementing sustainable risk strategies. [ABSTRACT FROM AUTHOR]

Copyright of Teacher Education Research is the property of Teacher Education Research Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper focuses on the relationship between agency and knowledge within the context of rising nationalism and populism. The case is the Czech debate over the reintroduction of civil defence education (CDE). It was abandoned in 1989 but recently, many new and contradictory calls for its return have appeared. We aim to gain an understanding of what the nationalising of education does with actorship in educational governance and how agency is achieved in pushing or criticising nationalist claims in education. The dataset consists of media entries, strategic documents, and interviews. We argue that the populist repertoire intervened significantly in defining what is the problem that some groups wanted to solve by a renewal of CDE. This situation stabilised the position of security-military expertise as reasonable knowledge, which concealed the educational nature of the problem and thus denied educational actors a role in agency. The role of the state structures responsible for education was problematised and set the difference of the Czech case in the European context regarding educational governance. We conclude that contemporary nationalists' claims concerning education may be seen as a sign of the changing role of expert knowledge that camouflaged defence education as an educational problem. [ABSTRACT FROM AUTHOR]

Abstract The governance of academic continuing education is an area of research that has received little attention to date. On the one hand, this may be related to the fact that it plays a minor role as a “third mission” area at universities. On the other hand, governance mechanisms in higher education are necessarily closely linked to its political, financial, and contextual characteristics, which require differentiation from educational governance more broadly. Based on a scoping review, the existing research on the governance of university-based continuing education in the German higher education system has been systematically prepared using a multi-level model. This shows a comprehensive view across all levels, which makes use of broad theoretical references and is qualitatively oriented in terms of research methodology.

Abstract This paper considers the powerful decision-making process in programme planning in work-oriented basic education by focusing the analysis on the disposition rights of the participating actors and their respective interests. The study is defined by a theoretical interconnecting of Educational Governance and assumptions of the structuration theory according to Giddens. Thus, disposition rights are allocative and authoritative resources as well as normative and cognitive rules which define the actions of the actors and, on the other hand, can be changed by their actions. A secondary analysis of 14 expert interviews was conducted in order to answer the research question how actors legitimise their actions and decisions in the context of developing work-oriented basic education programmes. The results reveal asymmetrical power constellations and at the same time show the dynamic of a programme planning process in terms of a duality of structures.

Zusammenfassung Ausgehend von der theoretischen Perspektive der Educational Governance und des akteurszentrierten Institutionalismus, werden im folgenden Beitrag Akteure im Mehrebenensystem sowie ihr handelndes Zusammenwirken im Umgang mit Kursabbrüchen analysiert. Auf Basis der inhaltsanalytischen Auswertung von insgesamt 22 leitfadengestützten Interviews mit Dozierenden und Bildungsplanenden konnten drei wesentliche Umgangsstrategien mit Drop-out differenziert werden: Akzeptanz, Reduzierung und Verhinderung. Im Kern der Befunde steht die enge Zusammenarbeit zwischen Dozierenden und Bildungsplanenden. Deutlich werden die Eingebundenheit und Abhängigkeit ihrer Handlungskapazitäten, -optionen sowie ihrer wechselseitigen Erwartungen in und von umgangsstrategiespezifischen Akteurskonstellationen im Mehrebenensystem der Weiterbildung. Insgesamt verweist der Beitrag auf die Relevanz des handelnden Zusammenwirkens einer Vielzahl je unterschiedlicher Akteure im Umgang mit Kursabbrüchen, welche zukünftige Forschung berücksichtigen müsste.

The purpose of this case study research paper is to provide unique and in-depth data and understanding of Enterprise-Wide Risk Management within the real-world context of a private HEI. The research presented adoption of risk management practices within a UK higher education (HE) setting that demonstrates the evolution of processes towards enterprise-wide educational governance in support of a sustainable HE sector. Effectively managing enterprise wide risk ensures sustainability is on the governance agenda. Within this research paper a wide spectrum of risk management practices and theories is assessed and a case study review shows a mature adoption, over time, of a holistic approach to managing risk. This research paper therefore, provides valuable lessons learned and gives practical guidance for policy makers, governors and senior management in Higher Education Institutions (HEIs). The case study organisation provides a best practice view of enterprise-wide risk management system taking guidance from global standards, national regulatory bodies, universities, colleges and experts in risk management from all levels. The main gap in current published knowledge presented is that the drivers for successfully implementing sustainable risk management in the HE sector are not known. The research questions have led the inquiry to provide three contributions to a better understanding of adopting Enterprise-Wide Risk Management in HE with a new roadmap for implementation; thematic direction for governance; and six drivers for successfully implementing sustainable risk strategies.

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The goal of this paper is to develop a marketing approach during the reorganisation of a university under the impact of competition and the inflow of transnational capital and to test it on the example of Russia's national research universities. For this research, the top 10 universities of Russia are selected. They are included in THE World University Rankings 2021 (they performed the reorganization and are national research universities). T.L. Saaty's hierarchy process, regression analysis, and correlation analysis are used. The approbation of the given recommendations on the example of national research universities of Russia in 2021 shows that the level of favourability of the impact of competition and the inflow of transnational capital on marketing management of quality during the reorganisation is moderate or low. Recommendations for its increase are offered. A marketing approach to quality management during the reorganisation of a university under the impact of competition and the inflow of transnational capital is developed. The approach includes, first, methodological recommendations to evaluate the level of favourability of the impact of competition and the inflow of transnational capital on marketing management of quality during the reorganisation of universities. Second, landmarks of the improvement of marketing results of the increase of quality of Russian universities during the reorganisation based on managing the factors of competition and the inflow of transnational capital. [ABSTRACT FROM AUTHOR]

The subject of this article is the right to education of adults, which is a central issue in the humanistic approach to Adult Learning and Education (ALE) that we are supportive of. From this angle we discuss human rights as an overarching framework for citizenship in Portugal, a country with a high number of low-qualified adults. The text provides a historical context, and for the analysis of the selected and specific current documents in recent policy agendas we use Tomaševski's theoretical 4A framework, built mainly for school contexts, and apply it to ALE policy. This heuristic exercise makes a significant contribution to advancing knowledge in the policy studies of ALE. The objective is to understand ways of realising the right to education of adults by means of policy measures undertaken by national governments, against the backdrop of today's neoliberal trends in Europe. Therefore, the focus of this paper is to assess the degree to which the twenty-first century Portuguese policies have been adhering to the UN principles on the right to education in relation to ALE. From the discussion of the results, we conclude that the realisation of the right to education of adults has been successfully achieved. [ABSTRACT FROM AUTHOR]

Private supplementary tutoring (PT) has expanded significantly and attracted widespread public interest in China in recent years. It deserves systematic empirical research and reflection, given its crucial theoretical and practical implications. Based on the data of a large-scale survey and testing project, this study examined its effects on the students' academic achievements in mathematics. The results revealed that PT in the current semester did not have any significant positive effect on the students' academic achievement in mathematics. This suggested that households' huge financial investment in PT failed to achieve the desired result. Accordingly, these findings imply that parents should carefully select private tutoring for their children, and the government should provide more comprehensive professional guidelines to regulate the private tutoring industry. [ABSTRACT FROM AUTHOR]

Although policies aiming to increase school-based autonomy are commonplace, we know little about how school actors use autonomy to improve organizational performance in varied contexts. This paper surfaces perspectives from school leaders and teachers on the effectiveness of autonomy and describes how these perspectives vary across schools. We use contingency theory to guide our analysis of case study data from eight schools in the Denver Public Schools (DPS) district which vary in school governance, performance, and demographics. We interviewed school principals, teachers, teacher leaders and other charter and district administrators in the 2016–17 school year, totaling 53 participants. School cases consistently reported high levels of accountability pressure from the district central office to improve student test scores that, in turn, informed their mission and goal setting. Schools also reported different levels of autonomy that varied according to school governance model and consistently described these levels as optimal for achieving school goals. Several internal and external contingencies shaped these perceptions albeit in different ways depending on autonomy level. Relevant contingencies included task uncertainty in each school's mission, teacher organizational fit, school leadership, support from intermediate entities, and procedures to coordinate decision-making across school actors or organizational sub-units. [ABSTRACT FROM AUTHOR]

Objective: The emergence of governance is tied to the concept of participation. A concept that increases capacity if realized. It builds confidence among actors and optimizes decisions. Iran's educational system to solve economic and educational problems, among the actors in this field has always been looking for a model of participation so that it can always use the abilities of all people to always have the best services to society. The present article seeks to explain the evolution of the educational institution in Iran based on the governance structure of the educational institution. Method: Using the historical-analytical method, referring to historical sources in this field, he first describes the narrative of the rule of the educational institution in Islamic Iran, focusing on the school as the most fundamental institution in responding to the need for education. Findings: Historical findings show that the ambiguity in the concept of participation in the education system in different historical periods has caused today's school to overcome the existing challenges, gradually influenced by Western culture and its industrial society, a feature- The purposes of Islamic civilization in laying the groundwork for the participation of individuals in the governance of the school institution. The family, which was the main pillar of participation, was marginalized, and learning, which was considered a bounty among all, was declared an obligatory right. The principle of brotherhood in the relations of actors in this field gave way to legalism, which brought fixed and defined tools and areas for family participation. Conclusion: Explanation of the concept of participation in the education system can play a role in the governance of the Iranian educational institution based on Islamic civilization.

Since the beginning of the period of reforms and openness, the PRC has constantly promoted a phased reform of the education system to modernize educational functions, rise new builders of socialism and support economic transformations in the country. Due to the active regulatory and management work, described in detail in the article with the help of instrumental observation, China gradually achieved several important results. State educational policy shifted from focusing on expanding the scope and improving the quality of education to its connotation-based development. The study of the Chinese experience of modernization of the education system has not only theoretical, but also practical significance, since successful Chinese examples of deep and rapid transformation of the national administrative system and state functions, as well as a clear adjustment of the characteristics of educational policy to current national priorities can be considered for partial application in other countries, including Russia. In order to adapt elements of the Chinese experience to the realities of other countries, such as Russian Federation, it is necessary to fully understand the context, features and stages of the educational policy evolution of the People’s Republic of China, which is done in this article.

Excessive rationalization in educational governance leads to a lack of emotion and a range of problems. Family and school are natural allies in emotional education, and collaboration between the two will realize the holistic life development of students, the school's goal of comprehensive education, and the family's valuable function of providing a nurturing education. Following the path of emotional development and the logic of collaboration, the governance of emotional education with school-family collaboration in mainland China has been explored in both institutionalized and non-institutionalized aspects, achieving certain results. In the future, emotional education governance with school-family collaboration should be based on the perspective of integrating emotions and collaboration to establish happiness as a goal of emotional education, to build a school-family relationship that is attentive to ethics, and to implement harmonious but different educational strategies to highlight Chinese cultural characteristics. [ABSTRACT FROM AUTHOR]

The reform of school district system is an important measure in promoting the high-quality, balanced development of compulsory education, as well as promoting the modernization of regional educational governance systems and governance capabilities. China's school districts exhibit characteristics differing from Europe and the United States in terms of their functional orientation, management system, and structural configuration. Reforms to the Chinese school district system have been designed from the top down on the level of policies at the national and local level, giving shape to four models on the practical level, including the bundling model, the trusteeship model, the network model, and the expanded model. In existing research, the topic of discussion largely consists of research from the perspective of equity, and in the future, it will be necessary to carry out systematic, in-depth exploration of regional educational governance systems in the context of the school district system on the level of governance, the impact of the school district system on schools' operational autonomy, as well as the future trends of development of the school district system, and other areas. The existing types of research tend to consist of descriptive research, and in the future, it will be necessary to increase explanatory research based on influencing factors and mechanisms of influence as well as evaluative research based on proposals for reforms. In terms of research methods, in the future, it will be necessary to carry out empirical research based on large-scale questionnaire survey studies as well as qualitative research based on in-depth interviews. [ABSTRACT FROM AUTHOR]

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Report: Zeitschrift für Weiterbildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)