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The aim of the article is to outline the concep­tual space of education policy of a comprehensive school.The article deals with the usage of the definitions "policy", "politics" and "polity" and their influence on the definition of "educational policy". Efforts are being made to distinguish relations between the definitions "public policy" and "educational policy" provided in scientific literature. The authors state that educational policy should be analyzed on sev­eral levels: national, regional, local or a particular educational institution's, e.g., school. The authors conclude that the educational policy of a school has to be considered as a whole of all purposeful actions aimed at the implementation of the strategic goals of a school. This is an activity with the contents com­prising the values, priorities, goals and decisions as well as the measures of their implementation. The educational policy of a school is strongly influenced by the context. The most important role in the formu­lation and implementation of educational policy at a school level belongs to its leader / executive officer whose activities are oriented towards the strategic (and not tactical or administrational) level. ; Socialinių mokslų (edukologija) doktorantasVilniaus universitetoEdukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusTel. (8 5) 266 76 25Profesorė habilituota socialinių mokslų (edukologija) daktarėVilniaus universitetoEdukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusTel. (8 5) 266 76 25Pagrindinis straipsnio tikslas – išanalizuoti politikos, viešosios politikos ir švietimo politikos sampratas mokyklos lygmens švietimo politikos sąvokinės erdvės kontūrų brėžties aspektu. Straipsnyje analizuojama definicijų "policy", "politics" ir "polity" vartosena ir jų įtaka "švietimo politikos" apibrėžimui. Bandoma rasti viešosios politikos ir švietimo politikos apibrėžčių, pateiktų mokslinėje literatūroje, sąsajų. Ieškoma atsakymų į klausimą, kodėl mokyklos lygmens švietimo politiką būtų tikslinga vadinti "mokyklos lygmens ugdymo politika". Pateikta savita mokyklos ugdymo politikos definicija suponuoja straipsnio mokslinį naujumą.

The aim of the article is to outline the conceptual space of education policy of a comprehensive school. The article deals with the usage of the definitions "policy", "politics" and "polity" and their influence on the definition of "educational policy". Efforts are being made to distinguish relations between the definitions "public policy" and "educational policy" provided in scientific literature. The authors state that educational policy should be analyzed on several levels: national, regional, local or a particular educational institution's, e.g., school. The authors conclude that the educational policy of a school has to be considered as a whole of all purposeful actions aimed at the implementation of the strategic goals of a school. This is an activity with the contents comprising the values, priorities, goals and decisions as well as the measures of their implementation. The educational policy of a school is strongly influenced by the context. The most important role in the formulation and implementation of educational policy at a school level belongs to its leader / executive officer whose activities are oriented towards the strategic (and not tactical or administrational) level.

The aim of the article is to outline the conceptual space of education policy of a comprehensive school. The article deals with the usage of the definitions "policy", "politics" and "polity" and their influence on the definition of "educational policy". Efforts are being made to distinguish relations between the definitions "public policy" and "educational policy" provided in scientific literature. The authors state that educational policy should be analyzed on several levels: national, regional, local or a particular educational institution's, e.g., school. The authors conclude that the educational policy of a school has to be considered as a whole of all purposeful actions aimed at the implementation of the strategic goals of a school. This is an activity with the contents comprising the values, priorities, goals and decisions as well as the measures of their implementation. The educational policy of a school is strongly influenced by the context. The most important role in the formulation and implementation of educational policy at a school level belongs to its leader / executive officer whose activities are oriented towards the strategic (and not tactical or administrational) level.

The aim of the article is to outline the conceptual space of education policy of a comprehensive school. The article deals with the usage of the definitions "policy", "politics" and "polity" and their influence on the definition of "educational policy". Efforts are being made to distinguish relations between the definitions "public policy" and "educational policy" provided in scientific literature. The authors state that educational policy should be analyzed on several levels: national, regional, local or a particular educational institution's, e.g., school. The authors conclude that the educational policy of a school has to be considered as a whole of all purposeful actions aimed at the implementation of the strategic goals of a school. This is an activity with the contents comprising the values, priorities, goals and decisions as well as the measures of their implementation. The educational policy of a school is strongly influenced by the context. The most important role in the formulation and implementation of educational policy at a school level belongs to its leader / executive officer whose activities are oriented towards the strategic (and not tactical or administrational) level.

The aim of the article is to outline the conceptual space of education policy of a comprehensive school. The article deals with the usage of the definitions "policy", "politics" and "polity" and their influence on the definition of "educational policy". Efforts are being made to distinguish relations between the definitions "public policy" and "educational policy" provided in scientific literature. The authors state that educational policy should be analyzed on several levels: national, regional, local or a particular educational institution's, e.g., school. The authors conclude that the educational policy of a school has to be considered as a whole of all purposeful actions aimed at the implementation of the strategic goals of a school. This is an activity with the contents comprising the values, priorities, goals and decisions as well as the measures of their implementation. The educational policy of a school is strongly influenced by the context. The most important role in the formulation and implementation of educational policy at a school level belongs to its leader / executive officer whose activities are oriented towards the strategic (and not tactical or administrational) level.

This paper estimates the effect of a major education reform on the intergenerational income mobility in Finland. The Finnish comprehensive school reform of 1972-1977 replaced the old two-track school system with a uniform nine-year comprehensive school and significantly reduced the degree of heterogeneity in the Finnish primary and secondary education. We estimate the effect of this reform on the intergenerational income elasticity using a representative sample of males born during 1960-1966. The identification strategy relies on a difference-in-differences approach and exploits the fact that the reform was implemented gradually across country during a six-year period. The results indicate that the reform reduced the intergenerational income elasticity by about seven percentage points.

The managerial aspects of education are the backbone on which an entire educational system rests. They are the glue that holds many aspects of education together. Our article aims for objectivity and above all adds value to the acquisition of knowledge in the field of educational institution management through a quantitative methodology, based on a non-experimental correlational study. A sample of 96 principals from qualifying secondary schools (high school) in the Casablanca-Settat region of Morocco were surveyed, and were asked to complete a questionnaire. The results were processed using IBM SPSS Statistics 29 software. The results showed that the managerial aspect of school climate correlated significantly with the aspect of pedagogical innovation (23.3%), as well as with the aspect of adaptation to change (23.1%). In addition, there was a significant correlation between pedagogical innovation and ongoing training (30%), as well as with adaptation to change (36%). Continuing education, for its part, was 21% significant in relation to adaptation to change. These results make a valuable contribution to our understanding of school management, and underline the need to pay particular attention to these aspects in order to promote educational excellence.

Received: 8 November 2023 / Accepted: 24 December 2023 / Published: 5 January 2024

"Risk Society and School Educational Policy explores the impact of risk society on policy in the US, UK and Australia through both practical and theoretical perspectives. The book both develops an in-depth understanding of risk society itself, and guides the reader in applying this knowledge to the problem of how this impacts policy and practice in school education. Drawing on work by Ulrich Beck and Anthony Giddens, Rodwell explores the development of risk society as a field of interest, discussing its history, contemporary significance, and links with neoliberalism, school education, and both mainstream and social media. He also examines its impact on government policies and the practical implications of how this impacts the educational experiences of children around the globe today. A book for policy professionals, researchers, academics and postgraduate students interested in Education Studies, Theory, and Policy, and International and Comparative Education, Risk Society and School Educational Policy is the first international academic monograph published in the field'--

AbstractComprehensive assessment can lead to informed decision making in our schools. In the past, the focus of evaluation has been too narrow.

Moral panic theory and school education -- Alcohol and illicit drug education -- Physical fitness and obesity -- Sexuality education -- Racism and islamophobia -- Pedagogy and curriculum -- Media and youth -- Teaching standards, assessment and testing regimes -- Buildings and school facilities -- Bringing it all together.

The reform of education personnel management policies has been carried out progressively to ensure the achievement of educational goals. A systematic analysis of the personnel management policy circle, including policy design, content, and implementation, is crucial to improving the accuracy and effectiveness of such policies. Through a comprehensive review of policy evolution, this study aims to systematize the design and content of policies on personnel management in educational institutions in China. It was determined that personnel management is increasingly concerned with the efficiency and effectiveness of goal achievement, policy design, system reform, and mixed-used management methods. A questionnaire survey was conducted among 420 respondents in 25 preschool institutions in five cities of Henan province in China. A total of 362 questionnaires were deemed valid out of 397 retrieved, including 24 from principals and 338 from teachers. The statistical analysis results identified the problems in policy implementation, including the laxly enforced teacher qualification system, inadequate teacher professional development, poorly implemented training policies, unattractive salaries and benefits, and the undesirable assessment system. For example, 5.89% of the respondents still need teaching qualification certificates. Only 1.1% of the respondents had senior titles. 2.76% of the respondents are still paid less than the minimum standard. In response to the situation, this study suggests effective countermeasures for educational administrative authorities and institutions. The findings could provide a reference for further optimization and development of personnel management policies.
AcknowledgmentsThis study is supported by Sumy National Agrarian University in Ukraine and the Talent Special Support Program for Doctoral Studies of Henan Institute of Science and Technology in China.

SUMMARY. After a slow start, in changing from traditional school models, comprehensive schools have more recently been changing in ethos, curriculum and organisation as shown by a local study in Wales. It seems likely that the same trends have been occurring nationally with an increasing emphasis on social as well as academic objectives. This article considers what effects new educational policies may have on this 'radicalisation' of the comprehensive sector