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1.
幼儿园安全政策执行关乎幼儿安全健康成长和幼儿园长远发展,在后疫情时期尤为重要.通过调查幼儿园安全政策执行现状,发现幼儿园安全政策执行主体多元;政策理念认同和政策了解不匹配;政策资源充足但不均衡;政策执行缺乏有效的监督考核机制;政策执行中亟需家园合力.基于此,应提高政策认识和政策执行能力、制定操作性执行细则、完善监督机制... 相似文献
2.
梁晓明 《湖州职业技术学院学报》2013,(1):59-61
珠三角绿道政策是广东省落实科学发展观、建设宜居城乡的一项重要政策,但在执行过程中出现了各种问题．如长距离借道、未划定绿廊控制区、部分绿道功能不全、缺乏管理等,政策实施并未达到预期效果。主要是因为政策执行主体未充分认识绿道的内涵,缺乏相关法律、制度以及宣传不足等原因,为此提出要加快绿廊控制区的划定工作,完善配套服务设施,加大宣传力度,建立合理的管理体系和监督机制,健全绿道保护的相关法律等进一步完善珠三角绿道政策的建议。 相似文献
3.
改革开放以来,我国流动人口随迁子女教育政策大致经历了三个阶段：政策探索期、政策加速期和政策攻坚期。相应政策取得了一定效果,但还存在多方面的问题：内容不全面、制定缺乏科学性与民主性、执行环境不良、监督与评价指标体系不健全。为此,应进一步明确各级政府责任,建立有效的流动人口随迁子女教育政策机制;建立流动人口随迁子女教育诉求反馈机制,增强政策制定的科学性和民主性;应结合户籍制度改革,出台专门性法律;还应改善政策执行环境和健全政策评价与监督机制等。 相似文献
4.
教育政策执行在我国受关注较晚,相关研究的兴起是近十年的事情.我国教育政策执行研究在内容选择上围绕有效性展开,包含执行现状、存在困境的原因分析以及提升有效性的策略分析三方面;在理论维度上,呈现出以新制度主义、利益相关者理论为主,逐渐多元化的明显特征.我国教育政策执行研究尚存在以下问题:研究思路单向度,忽视政策执行背后的深层次文化因素;缺乏对教育政策执行的系统性把握,对教育政策执行机制的研究不足;忽视对学校的微观研究,研究结论的落地性和可借鉴性不足.未来研究有必要运用系统方法和多元理论关注深层文化因素主导下教育政策执行主体的意义生成,对教育政策执行机制展开系统研究,以及更加关注学校层面的教育政策执行. 相似文献
5.
运用文献资料、逻辑分析法,借鉴史密斯政策执行模型,对我国幼儿体育教育政策在执行过程中存在的制约因素进行研究。研究显示：政策体系不健全、政策执行形式化,政策执行主体执行异化,目标群体对政策缺乏足够认同和支持,政策执行环境缺乏良性驱动等都是重要掣肘因素。调适策略：必须完善顶层设计,健全幼儿体育教育政策体系;强化政策执行机制,提高政策执行效率;加大幼儿体育政策宣传,提高目标群体对政策认同;优化政策执行环境,营造政策执行良好生态,扎实推进我国幼儿体育教育高质量发展。 相似文献
6.
上海市中小学教育信息化政策“过程”分析 总被引：1，自引：1，他引：0
政策的指导与支持是中小学教育信息化发展的动力,本文以政策过程的观点出发,从政策问题产生、政策执行和评估三个关键过程环节阐述了上海中小学教育信息化近十年的政策在硬件环境、软件资源、师资发展、经费投入等几个方面的发展及其变化.通过对比分析国家和上海的政策问题及变化发现:在政策功能方面都从以指导为主向资源分配和指导兼顾转变;上海中小学教育信息化政策问题主要是对国家政策问题的继承与延伸.通过对上海市政策执行结果的归纳与总结,发现上海中小学教育信息化政策执行效果总体较好,但在个别方面政策执行结果偏离政策价值取向.在总结与分析现状的基础上,本文指出今后政策制定方面更要注重政策关联和系统性,加强政策评估工作,以应对未来中小学教育信息化发展所面临的新问题. 相似文献
7.
课后服务是解决“三点半”难题与落实“双减”政策的关键举措。基于史密斯政策执行过程模型的分析发现,我国省级政府课后服务政策执行面临政策体系尚未完善、政策执行主体能力欠缺、目标群体缺乏政策认同、政策执行缺乏良好环境等现实问题。应从优化政策顶层设计,提高执行主体能力,增强目标群体政策认同,改善政策执行环境来推进课后服务政策有效落地。 相似文献
8.
初等教育教师在职培训日益受到印度政府的高度重视.在国家政策的推动下,组织了不同形式的在职培训.但由于在职培训政策执行过程不良以及政策文本自身没有考虑到农村的实际,从而引发了印度农村初等教育教师在职培训中招聘政策、课程政策、教学政策等方面的问题,对这些问题及其影响的分析对我国的农村义务教育阶段教师的在职培训有着重要的借鉴意义. 相似文献
9.
已有研究围绕思想政治教育政策的内涵、变迁、内容、制定和执行等方面初步展开,取得了一些成就。但已有的成果政策研究意识不强,研究内容缺乏体系,研究方法缺乏专业的政策分析。实现思想政治教育政策创新,提高政策有效性和针对性,发挥政策解释力和约束力,需要增强政策研究动力,明确研究目标和对象,构建系统的研究体系,形成具有思想政治教育政策特点的研究方法,并从理论层面解决好思想政治教育政策科学发展问题。 相似文献
10.
我国教师流动政策经历了不断地发展完善,取得良好的效果,但也存在一些需要克服的问题。教师流动政策制定理念以强制性主导,政策规定零散、凌乱,缺乏体系性,政策执行偏离目标而走向失真,政策内容贫乏和不合法等问题。为此,要确立以人文本,重在引导的教师流动政策理念;形成健全完善,具有操作性的教师流动政策体系;构建利益表达协调机制,改进教师流动政策执行过程;推进清理修订,强化教师流动新政策制定的合法性。 相似文献
11.
本研究旨在对中等职业学校农村家庭经济困难学生和涉农专业学生免学费政策的阶段性成效进行评估,并就2012年加大中等职业教育财政投入的举措提出建议。主要结论和建议是:中等职业学校的办学行为与办学质量存在诸多不尽如人意的现象,这影响了中等职业教育助学金和部分学生免学费政策效果的达成。在中等职业教育的学校布局和管理体系尚不成熟的情况下,目前加大中等职业教育的中央财政投入应以诱导地方政府完善学校布局、改革管理体系、提高办学质量为核心目标。换言之,不赞成近期内以实施全面免费为加大中等职业教育财政投入的优先选项。 相似文献
12.
Parents’ attitudes toward the english education policy in Taiwan 总被引：1，自引：0，他引：1
Yuh Fang Chang 《Asia Pacific Education Review》2008,9(4):423-435
Taiwan, like many other countries in Asia, introduced considerable changes in English education policy in response to the
need for English communication in the global market. During the process of implementing the new English education policy,
the Ministry of Education (MOE) of Taiwan encountered several problems. Although researchers have examined other issues concerning
the implementation of the English education policy, such as the shortage of trained English teaching personnel, the selection
of textbooks and the difficulty of teaching a class of heterogeneous learners, parental attitudes toward or expectations for
the English education policy itself remain unexplored. Parental opinions about English education and the extent to which parents
support English education reform play a large role in the success of the implementation of the policy and are important factors
for the government to consider when shaping future education policies. The perspectives of parents, therefore, should be included
in a research-based examination. This study surveyed the opinions of Taiwanese parents on current English education policy
and practice. 相似文献
13.
《Journal of Teaching in Social Work》2013,33(3-4):53-74
Abstract A quantitative study funded by the U.S. Children's Bureau as part of a national Child Welfare Faculty Development Program evolved over three years into a revealing qualitative narrative, with a secondary quantitative component. Most salient were the unintended effects of both managed care and privatization of state government on the feasibility of implementing a carefully designed project. These rapidly changing practice trends were incorporated in teaching a MSW research methods class through the use of a poignant case example, which facilitated clear integration of research, practice, policy, and child welfare. 相似文献
14.
Following the adoption of a new education law in 2000, the government of Laos has initiated a series of reforms aimed at realizing the national strategy for human resource development for the year 2020. In implementing government policy, the Statistics and Planning Division and the National Research Institute for Educational Sciences have provided basic statistics to analyze the current situation, develop new curricula and teaching materials, monitor the reform process and undertake action research. The paper outlines the main achievements of the Lao education reform (e.g., quantitative growth of secondary education, curriculum and pedagogical reforms), concerns regarding difficulties in achieving key goals (e.g., low participation in mountainous areas serving ethnic groups), and strategies being adopted within the educational development plan for 2001–2005. Key Words: curriculum, educational goals, education law, educational reform, educational research and policy, ethnic minority, Lao PDR, secondary education, technical and vocational education 相似文献
15.
Masud Ahmmed Umesh Sharma Joanne Deppeler 《Journal of Research in Special Educational Needs》2012,12(3):132-140
Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy‐makers and international organisations working on the implementation of inclusive education. 相似文献
16.
Barbara Schulte 《课程研究杂志》2018,50(5):624-637
ABSTRACTIt is widely known that there is a discrepancy between educational policy on the one side, and teaching and learning practices on the other. Most studies have been focusing on the sociocultural and micropolitical frames that shape teachers’ understandings and enactments of teaching, and that cause the vast diversity of classroom practices around the world. This article wants to draw attention to the ‘politics of use’ in teachers’ work: how teachers mobilize larger political narratives when implementing curriculum reform. Arguably, these narratives provide a shortcut between the central government and street-level actors, thus circumventing the logics of these actors’ immediate institutional environments.In order to showcase the politics of use, the article uses the case of education for creativity as it is designed for and practiced at Chinese schools. The case reveals how education for creativity is compromised by requirements emanating from larger political programs when implemented in Chinese classrooms. The article challenges the view that educational policy necessarily moves through a trickle-down process, from higher to medium to lower-level actors. In cases of strong ideological alignment between street-level actors and central state actors, educational policy may in fact sidestep and hence neutralize important institutional actors. 相似文献
17.
Yvonne Farr‐Wharton 《Assessment & Evaluation in Higher Education》1997,22(2):211-224
Student diversity has increased within Australian universities. This has changed the teaching and learning needs of students. The implementation of quality was aimed at enhancing the quality of the higher educational product. However, the policy, while providing an accountability framework at the institution level, failed to provide the structural mechanisms needed to achieve quality in the teaching and learning the students receive, that is the sub‐faculty level. Other factors, such as the potential growth of non‐government resources in the form of more international students have perhaps a greater chance of improving the quality of teaching and learning within the faculties, because they provide both the funds and an incentive for more funds as a reward for implementing quality assurance within the teaching and learning function of universities. 相似文献
18.
《Critical Studies in Education》2013,54(2):153-167
This paper explores the culture of education policy making in Shanghai using the conceptual tool of a ‘global assemblage’. A global assemblage is essentially a collection of ideas and practices that arise from the interplay between a global form and situated sociocultural elements. Focusing on the global form of curriculum reform, this paper explains how the Shanghai municipal government justifies the introduction of the ‘Second Curriculum Reform’ using the global imperative while maintaining its socialist ideology and central control on high-stakes exams. This paper highlights the active roles played by the municipal government and other local educational stakeholders in assembling their own logics, tactics and counter-measures in the contested space of the assemblage. It is argued that the success of the curriculum reform is mediated and vitiated by the sociocultural elements of a dominant exam-oriented culture and the traditional approaches of memorisation, repeated practice and didactic teaching. The complex and unpredictable process of implementing curriculum reform in Shanghai illustrates the culture of education policy making against a backdrop of globalisation as a problem space. 相似文献
19.
Harry Mcmahon 《欧洲师范教育杂志》1996,19(3):313-328
This paper was presented at the Gargnano seminar. It presents an analysis of the reform of teacher education in Northern Ireland from 1992 to 1995. It points to similarities and differences with developments in England and Wales and describes in detail the debate on partnership teacher education up to June 1995. The focus of the paper is on policy development in N.I. and on the interactions between the main players involved in advising government and implementing policy. The positions taken up by the Government, the HE institutions, the schools and the Northern Ireland Teacher Education Committee are described. The approach taken by the University of Ulster in the planning and delivery of social work training in N.I. is used as an exemplar of partnership building worthy of examination by the teaching profession. The paper concludes with a short section (written in September 1996) which brings the reader up to date on some major developments, including a “step back from the brink”. 相似文献
20.
Ali Al-Issa 《Changing English: An International Journal of English Teaching》2019,26(3):263-281
ABSTRACTThe government of the Sultanate of Oman actively promotes the value of English as a global lingua franca to support modernization and national economic growth. This policy, however, creates difficulties for many teachers, who find themselves implementing certain practices that conflict with a vision of English language teaching (ELT) that accords with humanist values. They find themselves adopting forms of instruction that reduce English to a matter of drills and skills. This essay draws on an inquiry that I facilitated with the help of four Student Teachers during their practicum. The inquiry involved asking them to keep reflective journals in an effort to place their teaching in a critical perspective exposing the contradictory nature of their professional situation. The journals show their struggle with the ELT status quo at their cooperating schools, while revealing their commitment to opening up educational opportunities for their students beyond what the curriculum prescribes. 相似文献