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"The balance of centralization and decentralization also varies across institutional and policy domains, such as the legislative framework for education, drafting of curricula, benchmarking for accountability, accreditation, teacher training, and administrative responsibilities at the primary, secondary, and tertiary levels. Given these critical issues in federalism and education, this volume examines ongoing challenges and policy strategies in ten countries, namely Australia, Austria, Belgium, Canada, Germany, Italy, Spain, Switzerland, United Kingdom, and the United States. These chapters and the introductory overview aim to examine how countries with federal systems of government design, govern, finance, and assure quality in their educational systems spanning from early childhood to secondary school graduation. Particular attention is given to functional division between governmental layers of the federal system as well as mechanisms of intergovernmental cooperation both vertically and horizontally. The chapters aim to draw out comparative lessons and experiences in an area of great importance to not only federal countries but also countries that are emerging toward a federal system" --

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Contents -- List of figures and tables -- List of contributors -- From After Method to care-ful research (a foreword) -- Acknowledgements -- 1. What a mess: Intimacies, metaphysics, multiple senses and matters of concern in education policy research (an introduction) -- 2. Researching education elites twenty years on: Sex, lies and … video meetings -- 3. Following European experts as an embedded researcher: Multiple commitments, contingencies, and asymmetries shaping the academic self -- 4. Positionality, power and the postcolonial context: Meditations on identity, access and relations in education policy research -- 5. Opening the black box of peer review -- 6. Dressed for success? Making an appearance at an education technology event -- 7. Anecdotalization: From individual to collective learning through intimate accounts -- 8. A balancing act: The untold practice of network ethnography -- 9. Researching unsafe global education policy spaces in Mexico -- 10. Unboxing and unravelling in the archive of gender equity policy -- 11. Research encounters on the move: Reflecting on policy mobilities and researcher positionality in education policy sociology -- 12. Disentangling fast school policy at a slow pace -- 13. Encountering sociological theory in the field -- Not the last word (an afterword) -- Index.

This book examines the childhood education policy development in China. It involves investigating the holistic landscape of Chinas childhood development from a policy perspective. It also offers a specific lens to examine the migrant childhood education policy in China, the left-behind childhood education policy in China, the ethnic childhood education policy development in China, the special childhood education policy in China, and the boarding schools childhood education policy in China. The intended readers are scholars and researchers who are interested and work in research on Chinas childhood education reform/pre-K-12 in China. The administrators and stakeholders in Chinese education system and graduate students are majoring and minoring in the field of educational policy.

This open access book explores the key dimensions of a future education system designed to enable individuals, schools, and communities to achieve the twin twenty-first century challenges of sustainability and human well-being. For much of the twentieth century, Western education systems prepared students to enter the workforce, contribute to society and succeed in relatively predictable contexts. Today, people are at the controls of the planet—making decisions that are dramatically reshaping social, economic, and environmental systems at a global scale. What is education's purpose in this new reality? What and how must we learn now? The volatility and uncertainty caused by digitalization, globalization, and climate change weave a common backdrop through each chapter. Using case studies drawn from Finland and the US, chapter authors explore various aspects of learning and education system design through the lenses of sustainability and human well-being to evaluate how our understanding and practice of education must transform. Using their scholarly research and experience as practitioners, the authors propose new approaches to preparing learners for a new frontier of the human experience fraught with risks but full of opportunity.

Issues of university autonomy, self-governance, and centralization and decentralization are still at the forefront of higher education in Ukraine. This study of university governance suggests that the state is a major foe of university autonomy, though certainly not the only one. The system of centralized university governance is experiencing changes in its content, function, mechanisms, and approaches, while maintaining its unity and highly centralized structure. Thus, it is difficult to adapt and respond to free market forces and challenges brought to the fore by the Euromaidan political turmoil and the war that followed. Such phenomena as corruption in education and internal pressures, marketization of educational services and financial integrity, changing organizational and managerial structures of universities present challenges to university governance and force it to change. They may also facilitate strengthening of university autonomy. However, as long as the disease of corruption exists, all attempts to reform higher education are unlikely to be successful.

"Originally published in 1986. As the keystone of public policy-making and social reform in the post-war period, education has been expected to fuel economic growth, facilitate equality of opportunity, and afford social justice to the deprived. But its vision and objectives are now being questioned in ways which have enormous implications for the management of the service - the traditional balances of autonomy, power and accountability are being redefined. The contributors to this book discuss the effects that this changing environment has had upon a variety of practitioners, and analyse problems and initiatives that are developing within key policy sectors in curriculum and assessment, in the professionalism of teachers, in planning, and in finance. Three major alternative strategies for resolving current dilemmas in the government of education are then reviewed: a further concentration of power at the centre; a community service which would decentralize decision-taking to schools and their local communities; a strengthening of the powers of the local authority. Finally, the editors evaluate these alternatives before proposing their own reconstruction of the government of education. "--Provided by publisher.

It was against a background of no formal career path for public health officers that, in 1915, the seminal Welch-Rose Report1 outlined a system of public health education for the United States. The first schools of public health soon followed, but growth was slow, with only 12 schools by 1960. With organization and growing numbers, accreditation became an expectation. As the mission of public health has grown and achieved new urgency, schools have grown in number, depth and breadth. By mid-2011, there were 46 accredited schools of public health, with more in the pipeline. While each has a unique character, they also must possess certain core characteristics to be accredited. Over time, as schools developed, and concepts of public health expanded, so too did curricula and missions as well as types of people who were trained. In this review, we provide a brief summary of US public health education, with primary emphasis on professional public health schools. We also examine public health workforce needs and evaluate how education is evolving in the context of a growing maturity of the public health profession. We have not focused on programs (not schools) that offer public health degrees or on preventive medicine programs in schools of medicine, since schools of public health confer the majority of master's and doctoral degrees. In the future, there likely will be even more inter-professional education, new disciplinary perspectives and changes in teaching and learning to meet the needs of millennial students.

"A Critical Pedagogy for Native American Education Policy is an application of critical pedagogical theory to historical and recent Native American educational policy. Focusing primarily on the Mvskoke (Creek), the authors provide a detailed historic timeline that is tied to the functionalist view of sociology as it is reflected in the institution of education in general. Knowles and Lovern examine the policy from the critical perspective with the application of Habermas and Freire. They argue that the functionalist mode of education has furthered the cause of colonization and its attendant cultural destruction. The emancipatory possibilities presented by the work of Habermas and Freire are mined for their application to the deficits created by the historical and continued colonization of Native Americans"--

Introduction -- Chapter 1 Evoluaiton of Basic Education in China -- Chapter 2 Collecting and Tackling Data -- Chapter 3 Reflecting on Theoretical Context -- Chapter 4 Episode I: The 1986 Legislation -- Chapter 5 Episode II: The 2006 Legislation -- Chapter 6 Analysing The Two Legislation Episodes -- Chapter 7 Paradigm Shif of Education Governance

- Foreword - Reader's Guide - Abbreviations and acronyms - Executive summary - Developing tools to explore education policy ecosystems - Equity and quality: Trends in evolution of policy priorities - Equity and quality: Policy trends, progress and impact - Preparing students for the future: Trends in evolution of policy priorities - Preparing students for the future: Policy trends, progress and impact - Policy implementation and evaluation: Learning from experience and evidence - Australia - Austria - Belgium - Canada - Chile - Czech Republic - Estonia - Finland - France - Germany - Hungary - Iceland - Ireland - Japan - Korea - Latvia - Mexico - New Zealand - Norway - Portugal - Slovak Republic - Slovenia - Spain - Sweden - Turkey - United Kingdom - Coverage by topics, education systems and previous OECD country-based work - Previous policies collected, but not included in this report - Policy lenses by policy priority - Contributors.