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An exploration and analysis of the processes involved in crafting the institution's strategic plan, identifying its quality assurance policies, documenting its graduates' performance in government licensure examinations, description of the processes to ensure sustainability of educational programs, and portray the administration's fund generation and management mechanisms was made in an effort to create a model for quality education in the University of Eastern Philippines, University Town, Northern Samar. It utilized the descriptive-evaluative method of research with a total of 400 respondents composed of students, faculty members, alumni, community residents, and University officials. Qualitative data were taken from respondents' answers to open-ended questions, which were then validated through interviews. Quantitative data on the other hand, were taken from both primary data derived from responses to items in the questionnaire, and secondary data on graduates' performance in professional examinations. It was revealed that most stakeholders were aware of the institution's strategic plan, although some were not consulted in the crafting of such an important document. They aver that policies and guidelines are established, implemented, and strictly adhered to by the administration in its daily operations involving faculty, students, staff, fund generation and management, instruction, research, extension, production, faculty development, and student support services. Although graduates performed consistently well in some government examinations, in the years 2009 – 2014 they performed generally below the national average. Respondents agree that curricular programs must regularly be updated to conform to minimum standards set by the Commission on Higher Education to ensure sustainability of programs. For students to be globally relevant and competent, respondents agree to the provision of educationally qualified and competent teaching force, state-of-the-art facilities, modern instructional materials and methods, ...

It is difficult to justify increased state government support for higher education using arguments based only on how higher education contributes to economic growth. The authors find no strong relationship between state funding of higher education and employment concentration in high-technology industries. Instead, they find that investment in public higher education will tend to be lower than justified on economic efficiency grounds because of the incentives for states to free ride off of the investments of other states. A challenge is to build advocacy strategies that take into account some of the realities of the relationship between public expenditures in higher education and economic growth, including the fact that the relationship is strongly influenced by the movement of educated workers across state borders. Other justifications for public higher education will have to be used, including the reduction of transaction costs for businesses in the state and the expansion of knowledge exchange.

Transformation of Education Policy deals with internalization processes in education policy and their impact on national policy making. It investigates national responses to the PISA study for secondary education and the Bologna study for tertiary education.

Cover -- Title -- Copyright -- Contents -- Acknowledgements -- Abbreviations -- 1 Introduction -- 2 Theorising higher education -- Part I Higher education for post-war Britain -- 3 Setting the scene -- 4 National needs and the provision of manpower -- 5 The idea of the university -- 6 The student voice -- Part II Breaking the ivory tower -- 7 Higher education and the welfare state -- 8 Barbarians at the gates -- 9 New institutions for new students? -- 10 The 1960s student protests -- Part III Marketisation and the student as customer -- 11 Thatcherism and New Public Management -- 12 Towards the learning society -- 13 Higher education and the Third Way -- 14 The triumph of the market -- 15 Neoliberal governmentality and the student -- Part IV Beyond the customer and neoliberal higher education -- 16 Looking forward to the past -- 17 Contesting the customer -- 18 Towards the future -- 19 The 2010 student protests -- Conclusion -- 20 Conclusion -- Works cited -- Index.

Cover -- Series page -- Research on the Influences of Educational Policy on Teaching and Learning -- Library of Congress Cataloging-in-Publication Data -- Contents -- Chapter 1: Educational Policy on Teaching and Learning in Africa, the Caribbean, and the Middle East -- Chapter 2: Impact on Teaching and Learning of Educational Policy on Special Needs Education and Inclusion in South Africa -- Chapter 3: The Paradox of Universal Secondary Education in Uganda -- Chapter 4: Inclusive Education -- Chapter 5: Supporting Novice Teachers in Egypt -- Chapter 6: Who Will Teach These Children? -- Chapter 7: Morocco's 2000 Charter for Educational Reform Policy -- Chapter 8: International Funding in Educational Reform in Trinidad and Tobago, 1996-2002 -- Chapter 9: The Exodus of Cape Verdean Immigrants to the Northeastern United States -- Chapter 10: Special Educators' Efficacy and Exceptional Students' Future Trajectories -- Chapter 11: Education Reform's Impact on the Development of Special Education Policy in Qatar -- Chapter 12: Educational Policy and Pedagogical Practice Impacting Gypsy, Roma, and Traveler Groups in the United Kingdom -- Chapter 13: Emerging Bilingualism in Kindergarten -- Chapter 14: Epilogue -- About the Contributors.

Intro -- Acknowledgements -- Contents -- Chapter 1 Democracy and the Doubling-Down of Neoliberal Reform Failure -- 1.1 Introduction -- 1.2 The Failure of Neoliberal Education Reform -- 1.3 The Rise of Bizzaro Democracy -- 1.4 Neoliberal Rationality -- 1.5 Methodology -- 1.6 Book Preview -- Bibliography -- Chapter 2 Shifting Rationalities and Multiple Democracies: The New Meanings of Neoliberal Democracy -- 2.1 Introduction -- 2.2 Parsing Democracy -- 2.3 Shifting Rationalities, Shifting Democracies -- 2.4 Closing Down Schools, Closing Down Democracy -- 2.5 The Future of Democratic Education -- Bibliography -- Chapter 3 Differential Citizenship in Neoliberal Chicago: School Reform and the Production of Antidemocratic Space -- 3.1 Introduction -- 3.2 Defining Neoliberal Citizenship -- 3.3 Urban Spatiality and Neoliberal Citizenship in Chicago -- 3.4 School Reform as a Million Tiny Cuts -- Bibliography -- Chapter 4 A Strike by Any Other Name…: Democratic Education and the Language of Hegemony -- 4.1 Introduction -- 4.2 Critical Discourse Analysis and Strike as Discourse -- 4.3 The Discourses of the Strike -- 4.4 Floating Signifiers and the Language of Hegemony -- 4.5 Bilingual Hegemony -- Bibliography -- Chapter 5 The Dissolution of Trust: Coercion and Chicago's Integral State -- 5.1 Introduction -- 5.2 Coercion and the Integral State -- 5.3 Chicago's Integral State -- 5.4 The Dissolution of Trust and Coercion's Feedback Loop -- 5.5 Coercion's Vulnerability and the Way Forward -- Bibliography -- Chapter 6 The Antidemocratic Dialectic: Democratic Practices Within Antagonistic Space and the Never-Ending Way Forward -- 6.1 Introduction -- 6.2 Democracy as Technology of Control and Consent -- 6.3 Democracy, the Public, and Path Dependency -- 6.4 The Chicago Public Sphere and Demands on Education.

"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" --