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Social regulation as a tool is designed to change behavior and ultimately protect the public from some form of harm. In this sense, social work regulation is a tool with the primary goal of public protection. Social work practice regulations vary widely within the United States, and the concept becomes more distorted when examined through an international lens. This manuscript outlines the regulation of social work practice in the United States, the United Kingdom, and the European Economic Area. Regulation in this context is examined through the framework of governance. Attention is given to the mechanism of regulation that is the regulatory body. The regulation of social work practice in the United States, the United Kingdom, and the European Economic Area share many similarities and several fundamental differences.

Artificial intelligence in education (AIEd) is a fast-growing field of research. In previous work, we described efforts to explore the possible futures of AIEd by identifying key variables and their future prospects. This paper re-examines our discussions on the governance of data and the role of students and teachers by considering the implications of (1) a recent case related to the General Data Protection Regulation (GDPR) and (2) the release of ChatGPT, a generative AI model capable to producing 'human-like' text. These events raise questions for the future of AIEd and the underlying function of assessment, and highlight the importance of active student participation in the integration of AI in education. [This article has been presented in the 5th International Open & Distance Learning Conference-IODL 2022.]

Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional 13-week semesters have been replaced with a 6-week immersive block model known as the Southern Cross Model. Based on a synthesis of literature in best practice HE pedagogy and principles, the case study draws on both a review of policy and staff interviews (N = 5) to outline the key changes necessary for successful HE transformation. Analysis revealed themes related to the vital roles of leadership, capacity building, monitoring the transition, staff adoption, and adequate technical systems in implementing a radical, multifaceted institutional transformation. Implications for practice at institutions considering reforming their curriculum model are also discussed. The findings from this case study indicate that an institutional transformation to an immersive block model requires both a considered change in institutional policy and process, as well as the appropriate resourcing of roles, governance committees, technical solutions, and, importantly, communities of practice.

Nowadays, it is not common to come across sectors that can work and succeed without using information technology (IT). IT has now become a part of organizations' management and strategic decision-making mechanisms. Therefore, organizations make serious investments to develop software and system infrastructures and transfer business processes to digital environments such as cloud technologies. So, they gain opportunities of spreading their business activities to wide stakeholders and customers and being business resilient. Here it is essential to provide assurance that an organization evaluates, develops, implements, maintains, disposes of its IT systems and manages life cycle of all information and information technology systems properly on all physical and logical environments. However, the most important matter is that an organization's objectives are met by the management practices of its information systems. While organizations carry out their digital transformation at a dizzying speed, organizations should be protected from material and moral damages such as loss of money, loss of commercial confidential information, loss of reputation by protecting the confidentiality, integrity and accessibility of the information assets they own and also comply with legal legislations such as the protection of personal data and intellectual property rights. In order to achieve this, organizations benefit from one or more frameworks, standards or directives that are suitable for their own structures and needs, separately or by integrating them. However, the most important point in this transformation process is the transition of organizations from IT management understanding to IT governance. In other words, IT has now become a part of the strategic decision-making mechanism by rising from the level of support tool to carry out business processes in organizations. When we search the academic literature, frameworks and standards, it is seen that the key elements of IT governance are structures, processes and relational mechanisms. If these three components are set up correctly and fit the organization, it can be assured that IT aligns with and supports the objectives of the organizations and that effective IT governance is achieved in every kind of organizations. In this research, databases such as Web of Science, IEEE, and SCOPUS are scanned and found articles are reviewed in order to make a literature review on IT Governance Mechanisms and Frameworks. Results are evaluated and discussed. By the way, suggestions for further studies were made and advanced researches were shed light on.

Nowadays, it is not common to come across sectors that can work and succeed without using information technology (IT). IT has now become a part of organizations' management and strategic decision-making mechanisms. Therefore, organizations make serious investments to develop software and system infrastructures and transfer business processes to digital environments such as cloud technologies. So, they get business resilient while they gain opportunities of spreading their business activities to wide stakeholders and customers. Here it is essential to provide assurance that an organization evaluates, develops, implements, maintains, disposes of its IT systems and manages life cycle of all information and information technology systems properly on all physical and logical environments. However, the most important matter is that an organization's objectives are met by the management practices of its information systems. While organizations carry out their digital transformation at a dizzying speed, organizations should be protected from material and moral damages such as loss of money, loss of commercial confidential information, loss of reputation by protecting the confidentiality, integrity and accessibility of the information assets they own and also comply with legal legislations such as the protection of personal data and intellectual property rights. In order to achieve this, organizations benefit from one or more frameworks, standards or directives that are suitable for their own structures and needs, separately or by integrating them. However, the most important point in this transformation process is the transition of organizations from IT management understanding to IT governance. In other words, IT has now become a part of the strategic decision-making mechanism by rising from the level of support tool to carry out business processes in organizations. When we search the academic literature, frameworks and standards, it is seen that the key elements of IT governance are structures, processes and relational mechanisms. If these three components are set up correctly and fit the organization, it can be assured that IT aligns with and supports the objectives of the organizations and that effective IT governance is achieved in every kind of organizations. In this research, databases such as Web of Science, IEEE, and SCOPUS are scanned and found articles are reviewed in order to make a literature review on IT Governance Mechanisms and Frameworks. Results are evaluated and discussed. By the way, suggestions for further studies were made and advanced researches were shed light on.

Global policy mobilities have been studied predominantly at the national level of education, but their implications and effects at the subnational level have been disregarded. This paper analyzes Proyectá tu Futuro, the first social impact bond (SIB) for education and employability implemented in Buenos Aires, Argentina. Since 2010, SIBs have become a booming type of policy, rapidly traveling and being adopted across countries and policy spheres. SIBs aim to align the incentives of the private sector--the third sector--and the public sector to obtain results while improving public-policy efficiency. However, often it is policy entrepreneurs' agendas and not results or efficiency goals that trigger SIBs' adoption. In this study, we analyze the diffusion of SIBs as policy mobilities and the processes of adoption and translation in the context of Buenos Aires. To this end, we draw on an analysis of policy documents, existing legal frameworks, and interviews with key actors. Our findings point to the role of "glocal" policy entrepreneurs as key agents for the adoption and translation of SIBs, as well as their capacity to advance their own agendas in the context of global policy mobilities in federal education systems.

This paper takes the landmark review into the federal funding of schools in Australia, known as the Gonski Review (2011), as an illustrative case to demonstrate the scalar practices involved in policy production and enactment. Its primary argument is that, while its core recommendation was a needs-based funding model for the federal government funding of schools, the Gonski Review also articulates an aspiration for the translation of this funding model into a comprehensively national approach. This is done, I argue, through important practices of scalar imagining and reasoning (Papanastasiou, 2017b). However, these national aspirations sit uneasily with the realities of schooling and school funding in the Australian federation, which includes constitutional arrangements, legislation, and policy principles that distribute responsibility for funding across multiple spaces of governance. Drawing on documentary evidence, I argue that scalar tensions are produced between these national aspirations and the realpolitik of Australian federalism. By challenging "the national" as a coherent and predetermined "scale," these findings reinforce the importance of attending to the mediating forces of subnational governments, as well as global policy influences, when thinking about policy mobilities in federations.

Federal and highly decentralized political systems open different spaces to interpret, adapt, and enact international policy trends and ideas within the same territory. Spain, a country with a highly decentralized educational system and contentious territorial politics, is a very suitable case to analyze these dynamics. Spain and its different regions have not been immune to the influence of global policy ideas that gear around promoting private provision, school choice, and New Public Management (NPM) in education. However, the consolidation of the decentralization project, together with the fact that many regional governments have aimed to construct, for a variety of reasons, singular political profiles, have resulted in markedly different policy trajectories. To show this, this article pays particular attention to recent changes in the educational governance arrangements of two important Spanish regions, Madrid and Catalonia, as they have gone through differentiated processes of educational reform. Albeit the two regional education systems share important features (such as a historical and wide-scale public-private partnership for school provision), they have engaged with, combined, and mobilized exogenous and endogenous privatization policy ideas in remarkably different ways. The article delves into the political drivers behind this policy differentiation process by paying special attention to the relations of coordination, conflict, and competition that prevail within an incomplete federal system, such as the Spanish one.

Nationwide large-scale assessments (NLSA)--an example of cross-border policy mobility--manifest a proliferating means of governing formal schooling. In the Russian context, NLSA takes the form of a compulsory graduation examination called the Unified State Examinations (USE). In this article, we explore how a mobile policy instrument of the NLSA participates in the relational processes of time- and space-making in a particular federated context of Russia, and how this process intertwines with and is shaped by the presence of multiple time zones. We argue that NLSA is an instrument of time that attempts to achieve centralization of the complex federated structure of the Russian Federation. Yet, the work of the NLSA is not a smooth process in a country characterized by territorial vastness, a complex federated structure, and the existence of multiple time zones. Guided by the theory of logistical power and sociological perspectives on time, as well as empirical insights, we show how the time zones need to be tamed in order for the NLSA to exercise its centralizing role. Discursively, the time zone is introduced and publicly discussed to symbolically characterize Russia and justify political actions or their outcomes. Bureaucratically, the desire for simultaneity and synchronicity takes the form of a meticulous ordering of a sequence of actions through prescriptive documentation that regulates the NLSA. Technologically, synchronicity, simultaneity, and instantaneousness rely on and engender an expanding national infrastructure that mediates social relations and the processes of conducting the NLSA, cutting across the time zones and federal units. Based on this analysis, we propose that scholarship on policy mobility and education policy sociology at large could benefit from examining the relationship between time and education policy and governance in four intertwined ways: the time of policy, context as time, policy instruments as instruments of time, and time in policy instruments.

The challenges of a knowledge-based society require the development of digital skills recognizing the potential of learning supported by technologies. Within this scope, and based on research published over the last decade, a scoping review of 66 articles was performed to create a framework derived from existing literature to analyse approaches to identify views about learning supported by digital technologies in prison environments. The results allowed both the presentation of an evolutionary perspective of the state of art regarding digital technologies in prison education and to identify four views: Technical, Humanistic, Regulatory, and Organizational and Community. These views and the critical recognition of the approach that underpins them can contribute to understanding complementary roads to reach the political goals recommended for contemporary prison education, putting the focus on the promotion of conditions of lifelong learning in line with the challenges of the 21st century.

This paper describes the study of enforcement of prerequisites in the Computer Science program at a regional university in the Southwest. Prerequisites are a significant factor in programs of study in higher education. Allowing students to register in courses may assume that they have existing knowledge and skills. Some programs treat prerequisites as advisory, while others consider them mandatory. In the latter case, procedures usually exist to make exceptions in the form of registration overrides. The state of prerequisite enforcement at our university over the years, and some factors that may have influenced adherence to the prerequisite structure over the years, will be discussed in this paper.

Many current investigations have analysed adolescents' risky ICT behaviours (such as excessive or addictive use), but few have explored the characteristics of low-risk behaviour in this regard. This study aimed to explore the psychosocial profile of a sample of 593 Spanish adolescents aged 13 to 18 who have been categorized as low-risk ICT users. To this end, the low-risk ICT use group was calculated using the "multitasking while doing homework index" and a set of items on risky ICT behaviour. Chi-squared and t-tests were performed and a forward stepwise binary logistic regression was carried out to determine the explanatory variables for low-risk ICT use. The results showed that some 7.1% were classified as low-risk ICT users, with a higher percentage of girls. These users' profile was characterised by: lower digital self-efficacy with social networking applications; less generalized ICT use and a less dependent attitude; less extroversion and more agreeableness and conscientiousness; higher academic self-concept; having rules for ICT use at home; and less insecure and anxious attachment to parental figures. The variables that predicted the likelihood of low-risk ICT behaviour were: high academic self-concept; low perceived separation anxiety from loved ones; and high agreeableness scores. These results are useful for proposing psycho-socio-educational interventions to promote healthy ICT use.

We investigate the sub-networks involved in education policy in Israel in recent years, using Mixed Methods Social Networks Analysis - drawn from combined analysis of qualitative and quantitative data. Our objective was to comprehensively explore the Israeli education policy network to deliver an understanding of its structure, actors, and relationships. Our research offers a descriptive, analytical, and interpretive account of the contemporary Israeli education policy sector, including the actors involved, central policy sub-networks and organizations, and their relationships. We analyze dependence relations within the sub-networks using Resource Dependency Theory and Policy Networks Typology. Our findings contribute to understanding the dynamics of Israeli education policy networks and their perceived influence on policy-making and enactment processes. To the international field of educational policy-related research, we introduce a novel category of policy network actors, previously unaddressed as a distinct type. We have termed this category 'Ethos networks' to characterize this group of actors and elaborate on its significance within the field. Additionally, we underline the importance of considering external societal and political factors in education policy-making.

Drawing upon a long-term study of venture philanthropy and public schools in Australia, this paper focuses on Teach For Australia (TFA) as a major component of a venture philanthropic network, one that builds critical infrastructures and connections between non-government organisations and the state, creating a product pipeline into public schools. Utilising interviews with staff from Teach For Australia and venture philanthropic organisations, comprehensive and rigorous financial data, reviews, reports and website data, the analysis aims to identify the major philanthropic funders, individual actors and private foundations that leverage Teach For Australia, illustrating how this network develops for-profit pathways into public schools. In pushing a deficit framing of public schools, these networks incur privatisation effects, including flows of money, resources and key decision-making. They compromise the democratic principles upon which public schools are ideally based, in that the most disadvantaged public schools are opened up to 'entrepreneurial' and risk-taking corporate behaviour to test out teachers, products and services. By examining streams of revenue, partnerships and networks, we show how the purportedly non-profit Teach For Australia develops for-profit opportunities and business partnerships nested in corporate philanthropy, resulting in a privatisation effect on public schools.

For decades, academic freedom and shared governance have stood as cornerstones of higher education in the United States, but these principles face unprecedented challenges. Recent developments point to a disturbing decline in these critical values, stirring debates on the future viability of the higher education system. This study delves into the problematic trajectory of modern higher education, spotlighting the rise of corporate practices within academic institutions, the swelling ranks of university administration, and the disproportionate weight given to student evaluations in assessing faculty. These factors have converged to push academia into an unstable transition, a liminal phase fueled by external and internal forces. This study examines the evolving landscape of academic freedom within the corporatized university model. Utilizing the concept of liminality, it explores the transitional challenges faced by academia in balancing traditional scholarly values with emerging market-driven paradigms, arguing that the corporatization of universities represents a liminal phase, wherein the identity and purpose of academic institutions are in flux, significantly impacting the notion of academic freedom. The shift toward a consumer-oriented ethos endangers the foundational principles of higher education, risking substituting educational substance with the mere transaction of educational services. The study concludes by issuing a call to action for all stakeholders in higher education to acknowledge and confront these detrimental trends, thereby safeguarding the principles of academic freedom, shared governance, and the educational system's overall integrity and dynamism.

After the fall of the communist regime, Romania launched the first multi-systemic reform in the education sector in 1995. The reform was largely financed through a World Bank loan and closely followed the neo-liberal ideology promoted by Bank officials. It aimed to privatize and to implement private sector management principles in the public education sector. This paper argues that in order to introduce neo-liberal policy models, the Bank first created a structure of knowledge around the Romanian system of education, which diagnosed it as inefficient and underperforming. Specific representations of domestic institutions, bureaucratic processes, and actors were used to legitimate the forms of intervention proposed and the role of the Bank in internal governance. I argue further that the main stake of the project was reforming governance in education as new mechanisms for power distribution and money allocation were set in place. By manufacturing their role as impartial, apolitical "experts," and by ignoring the political nature of government, they created a niche in governance and imposed neo-liberal understandings in education.

Purpose: This study aimed to develop an adapted collaborative governance model for aviation human resource development in Indonesia's approved training organisations (ATO), considering the expected changes in the industry due to advanced technologies. The model, based on Ansell and Gash's approach, emphasizes multi-stakeholder collaboration to ensure workforce development aligns with industry and regulatory standards and accommodates technological advancements. Design/methodology/approach: Qualitative methods, such as in-depth interviews and focus group discussions, were employed to collect and analyse data. Findings: The results indicated that collaborative governance is a valuable tool for cultivating competent human resources and facilitating industry improvement in the face of rapid technological change. Originality/value: The proposed model contributes significantly to the field by promoting inclusive and effective human resource development through the Centre for Aviation Human Resource Development (CAHRD), thereby preparing the Indonesian aviation industry for the impact of advanced technologies. Furthermore, this study contributes to the enhancement of Ansell and Gash's collaborative governance theoretical framework by effectively addressing its empirical gaps concerning vocational education and training challenges within Indonesia's air transportation sector.

School-based education in England has undergone significant changes since 2010, with a huge expansion of academies, schools outside local authority control, funded directly by central government. Academies and local authority (LA) maintained schools are subject to different legislative and regulatory frameworks. This paper focuses on the governance of LA maintained schools, single academy trusts (SATs) and schools that are part of multi-academy trusts (MATs). The research involved analysing legislative provision, policy documents, and documents addressing the governance arrangements of a sample of 23 secondary schools. Our findings reveal a fragmented state-funded secondary school system as regards overall governance, school admissions, the curriculum, and the use of funding. Significantly schools in MATs, which are governed by the trust board, lack the autonomy of either SATs or maintained schools and are instead under the ultimate control of the trust board. The paper argues that there is a need for greater consistency regarding the governance of state-funded schools.

Referring to failures in policy-driven public governance research this paper looks at strategising in higher education. It expands horizons for understanding university strategies in a more nuanced way than hitherto has been done. Deploying systems theory, it shows how different temporalities co-exist in strategies and how their change reflects the university's capacity to meet future contingencies. Extending the current research on strategising, the paper uses the present's past, the present's future, the future's present and the future's future as temporal categories to understand strategies. It shows how strategies evolve from traditional linear planning orientation to a novel potentiality-seeking mode with unique meanings attached to unknown futures. It claims that universities develop such responsive contingency awareness to construct a leeway for their self-governance in the face of unexpected future conditions. This change is characterised by the emergence of a potentialising organisation seeking to turn indeterminant futures into its developmental resources.

Concerned with European Union (EU) governance of teachers since the mid-2000s, this paper makes an empirical as well as theoretical contribution to education policy studies in the context of EU governance. Drawing on neo-institutional field theory and an empirical material of policy documents and interviews, the paper analyses the consolidation and evolution of a field at the EU level that is focused on the governance of the teaching profession. We argue that this field constitutes a bridging issue field, spanning several policy domains, including education, employment and economy, and characterised by non-linear and relatively slow change. We demonstrate how the field since the mid-2000s has become elaborated via the strategic framing of teacher skills and careers as policy issues, the mobilisation of actors and networks, and an expanding institutional infrastructure of mechanisms and policy instruments. Theoretically, the paper advances the debate on EU governance by highlighting the epistemic gains of neo-institutional field theory in making sense of soft governance contexts and their trajectories as an outcome of the interplay between issue framings, different types of actors, and institutional infrastructure.

This study examines Cambridge Assessment International Education (CAIE) as a global assemblage that instrumentalizes colonial governmentality. CAIE is a department of the University of Cambridge that has governed schools in British colonies and former colonies since the mid-19th century. These schools constitute a Cambridge School system with approximately 1 million students around the world who take Cambridge examinations. CAIE invisibilizes its thousands of schools in the global South by enclosing them within privatized discursive spaces it terms "Cambridge School Communities." CAIE simultaneously assembles and visibilizes an ecology of expertise by connecting a global array of researchers, consultants, businesses, organizations, publication outlets, and conferences. Rather than taking an interest in the "low-performing jurisdictions" of Africa, Latin America, and South Asia, CAIE's ecology of expertise positions British educational culture in relation to a pre-modern "East." CAIE explains the East's high performance in international comparative assessments with stereotypes in order to reassert the superiority of British-led international education. These technologies of colonial governmentality altogether enable CAIE's global extraction of epistemic authority.

This paper discusses the workings of the European Semester (ES) in relation to the policy field of education. My study shows how the ES enables the steering of education policy through encouraging specific economic and employment-related actions by European Union (EU) member states. With a focus on the relationship between the EU institutions and member states, this paper examines how the ES discursively promotes certain approaches to education through country-specific recommendations (CSRs). In this study, CSRs are revealed as policy spaces where European and national interests are brought together, enabling shared problem definition and collective learning. The paper illustrates how policy moves through translation and negotiation in the construction of CSR. The evidence drawn on here comes from analysis of CSRs in 2011-2016 and 15 semi-structured interviews with key policy actors, mainly from the European Commission, Council and Parliament. This paper concludes that CSRs work through soft power to manage governing tensions through translation and by building convergence and consensus. The analysis is framed theoretically by research on governing and knowledge and draws on a social constructivist perspective on policy work.

Several authors have underlined that processes of Europeanisation of education emerge despite the European Union's lack of formal power in this area. This article argues on the contrary that its lack of power precisely enables the EU to open up a range of possibilities for its involvement in this sector, among which the ET2020 Working Groups (WG) of the Open Method of Coordination (OMC). Based on observations of WG meetings and interviews with key actors, and using Niklas Luhmann's systems-theory, we aim to show how the distance separating the ET2020 WG from the formal circuits of European decision-making acts as a resource for the development of a European discourse on education. Alongside the ordinary legislative procedure based on voting and implementing collectively binding decisions, the alternative political circuit of the OMC is based on the irritation of a set of education sector stakeholders through the creation and dissemination of reports of 'good practices'. In doing so, the ET2020 Working Groups illustrate how politics transforms itself and redefines its boundaries when it is structured at the European level rather than at the level of the nation-state.

The purpose of this study is to conceptualize and theorize the circulation-chain model as an education policy implementation framework systematically. The circular-chain education policy implementation process and effect evaluation analysis model are a theoretical innovation model and practical exploration path to explore the implementation and effect evaluation of education policies according to the new problems and trends in the implementation of education policies. In particular, the connotation, the theoretical basis, the elements, the value, and the objective and significance of the circulation-chain education policy implementation model have been explored and analyzed in this study.

A critical content analysis is employed to scrutinize the second-grade materials within EL education's English language arts curriculum. Applying critical race theory, this study confronts the pervasive anti-Black narrative embedded in standardized curriculum used in the United States. The study unveils the presence of this narrative in the materials while advocating strategies for teachers obligated to use these resources. The aim is to empower educators to foster critical engagement among students, encouraging them to craft their counternarrative while actively advocating for an antiracist curriculum. The elementary literacy curricula widely employed across the United States tend to propagate a White-centric agenda. Despite attempts to veil biases and racism, these curricula subtly reinforce White privilege through practices such as colorblindness, context-neutral settings, and the perpetuation of the myth of meritocracy. To counter this, a community-centered approach to education is proposed. This approach challenges the entrenched power structures of White supremacy by supplementing mandated scripted curriculum with additional resources and diverse perspectives that authentically incorporate the lived experiences of Black students, families, and experts. This study underscores the urgent need to address the inherent biases in educational materials, advocating for a pedagogical shift toward inclusivity and actively challenging the perpetuation of systemic racism in curriculum frameworks.