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The development & improvement of the educational system in Jordan at all levels since the early 1950s & the relationship between education policy & the labor market are discussed. It is contended that Jordan's large-scale unemployment of the highly educated has great potential for destabilizing effects on society's expectations regarding educational choice & attainments & on an incorrect government interpretation of the country's economic future. The attempt by authorities to direct more students toward the technical/vocational fields to redress the short supply of highly qualified technicians & skilled workers, in part to satisfy the technical manpower needs of the military, & to steer education in specific directions, markedly contrasts the public's growing appetite for a more liberal political atmosphere. However, particularly within the context of the complex geopolitical tensions that permeate the region, the present controversy over the Jordanian educational system in no way diminishes its accomplishments. 5 Tables. S. Millett

The educational policy in India since liberalization shows a marked predilection towards market fundamentalism coupled with universal access through Right to Education Act (RTEA) and Sarva Sikshya Abhiyan (SSA). This has ensured both unfettered access and equity in primary education with proliferation of private universities increasing the Gross Enrolment Ratio (GER) in the tertiary sector. The Annual Survey of Educational Research (ASER) Report however reflects the scant concerns for basic infrastructural provisions for schools, apathetic attitude of teachers and high degree of student dropout. The higher education segment also does not reflect a commitment towards research, innovation leading to poor turnout in terms of patents and quality research papers. The paper brings out these trends as also the allocation apathy for educational sector. In this backdrop, the unique experiment of Kalinga Institute of Social Sciences (KISS) Odisha, a private sector initiative without governmental support, reflects a unique template of funding and quality which will be worthy of replication on a national scale. The Make in India initiative should factor in the quality concern from the primary stage of education in order to reap the rich demographic dividend that beckons India's aspirational youth cutting across caste, class, gender and religion. Article visualizations:

Educational scholars generally agree that educational policies are inevitably regarded as one of the most contested areas in education. On the one hand, democracy requires more involvement on the part of the citizens. At the most ideal level, democratic mechanisms have been developed to allow more people to more fruitfully participate in decision making. It follows that the political mechanisms would entail better policies, which represent the voices of any people. On the other hand, politics seems to run against this ideal. Policy making is highly convoluted with economy and political trade-offs. Drawing on debates over the phonic vs. whole-language policies in the U.S. in the past four or five decades, this paper sets to discuss the complexity of politics and language policy. A growing awareness of the complexity of politics and policy making is certainly a pressing need for those working in the area of English Education.DOI: https://doi.org/10.24071/llt.2012.150103

The book concerns contemporary ideological discourses, preceded by a synthetic analysis of the roots of political changes in education in England. The author focusses on trends and stages of educational development from the tenth century to the post-war reform of the education system in England. Also presentedare the neoliberal trend in English educational policy and thegenesis of the 1998 educational reforms in England and their consequences up to 2013. ; Udostępnienie publikacji Wydawnictwa Uniwersytetu Łódzkiego finansowane w ramach projektu "Doskonałość naukowa kluczem do doskonałości kształcenia". Projekt realizowany jest ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Wiedza Edukacja Rozwój; nr umowy: POWER.03.05.00-00-Z092/17-00.

Because of an apparent breakdown in the longstanding consensus about goals & objectives of higher educ, any changes in policies & procedures are likely to be relatively short-lived at best. New goals & objectives may, indeed, lead to new processes for change, but as long as we continue to utilize the traditional, collegial process of decisionmaking, we should recognize & try to correct certain critical weaknesses in that process. Much more explicit attention must be given to creating awareness of the need for change. An extensive series of policy changes may well involve change in basic educ'al principles, & however difficult, these changes in principles must be thoroughly discussed & accepted. Consideration of a series of policy changes in the collegial setting is a pol'al process, & as such it must be managed if it is to be fruitful. This requires leadership, & leadership is much more likely to be present in decision-making units that are neither very large nor very diverse in terms of goals & objectives. Modified HA.

Since the early 1990's, the advocacy of teachers and other queer allies have sought to alter the curriculum and educational policies of British Columbia's schools so that queer youth are no longer harassed, bullied, ridiculed or discriminated against by the system, teachers, and other students. Court decisions and Human Rights Tribunals have recently imposed more inclusive policy responses by government and school districts respectively. This article considers to what extent such legal discourses are remediated by competing discourses and practices. The article concludes by considering the limitations of policy priming as an advocacy strategy, and considers what approaches might be taken to achieve civically informed outcomes.

This study aims to analyze the policy of Islamic education in Thailand. The method used is a case study qualitative method. The data collection technique is done through interviews, observation, and documentation. The data analysis technique used consists of three co-occurring activities: data reduction, data presentation, conclusion drawing/verification. The results showed that; Islamic education policies in the field of curriculum, namely policies carried out by requiring general subjects such as mathematics, science, geography; Islamic education policy regarding the Thai language, namely using and developing the Thai language in student learning; Islamic Education Policy regarding teachers, namely providing training for teachers and education personnel to improve their abilities and knowledge. This research implies that it can be used as input for the government, stakeholders, leaders, teachers in making policies so that the quality of education is more qualified and able to compete with other countries.

Intro -- Contents -- Acknowledgments -- Introduction Ethnography and Education Policy Across the Americas Bradley A. U. Levinson and Sandra L. Cade -- Part I Looking Across Borders -- Chapter 1 Constructing Diversity and Civility in the United States and Latin America: Implications for Ethnographic Educational Research Elsie Rockwell -- Part II Research Projects and Interpretation -- Chapter 2 When Policy Moves Fast, How Long Can Ethnography Take? Geoffrey Walford -- Chapter 3 Contradictory Logics in the Social Construction of Teaching in Argentina: An Ethnography of the Notebook of Professional Performance Graciela Batallan -- Chapter 4 Spatiotemporal Fluidity and Culturally Relevant Pedagogy in the Latino Diaspora Stanton Wortham and Margaret Contreras -- Chapter 5 The Role of Institutional Education Projects in the Reconstruction of the School Labyrinth Rafael A ´ vila Pen˜ agos and Marina Camargo Abello -- Chapter 6 Alternative Educational Projects: Technical Developments and Political Debate in the Everyday Workings of "Nongraded" Schools in Argentina Ana Padawer -- Part III Position Statements and Discussions -- Chapter 7 The Role of Ethnographic Research in Education Policy: A Trail to Blaze Etelvina Sandoval Flores -- Chapter 8 Education Policy and Ethnography: Problems, Prospects, and New Directions Patricia Medina Melgarejo -- Chapter 9 Perspective- Taking in the Practice-Research Gap: Using Ethnography to Help Schools See Themselves Peter Demerath -- Chapter 10 Workshop Discussion: Ethnography and Policy- The State of the Art Participants in the Eighth Interamerican Symposium -- Chapter 11 A Teacher in Transition: Coming to Terms with Prior Beliefs Barbara Greybeck -- Chapter 12 Teaching the Ethnographic Vision as a Way into Policy? A Brazilian Perspective on Ethnography as a Social Control Practice Isabela Cabral Fe´ lix de Sousa.