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New Education Policy on Higher Education (Prabhat Prakashan)

New Education Policy is designed with a vision that it will touch the life of each and every citizen of the country. The policy has been framed with the goals of 21st century without losing the beauty of the tradition and value system of Bharat from long ago; the heritage of Indian education system has its perspective on holistic education. The aim of ancient Indian education was not only for knowledge acquisition but also for the preparation for life and complete realisation of the self. The concepts of learning how to learn and learning the construction of knowledge are supreme. It is necessary for the youth of our country to equip with the knowledge; skills; attitudes and values for social and economic advancement of the country. The present book is a sincere attempt to collect the reflections of teachers; parents; and students from the state of Himachal Pradesh on the twenty themes of New Education policy outlined by MHRD. The study used survey method and in order to achieve the objectives of the study eight districts of Himachal Pradesh such as Bilaspur; Kullu; Chamba; Shimla; Sirmour; Kangra; Hamirpur and Mandi were selected randomly. The reflections of the study along with the suggestions will help the policy developers of the country to take effective decisions regarding the new education policy of the country.

The present book is a sincere attempt to collect the reflections of teachers; parents; and students from the state of Himachal Pradesh on the twenty themes of New Education policy outlined by MHRD.

The Chinese Education Policy Landscape

A Concept-Added Policy Chain Analysis

This book examines the Chinese education policy landscape since 1978 by constructing a policy analysis tool, the “concept-added policy chain,”and discusses how to review, assess and forecast the development of that landscape, historically and contextually. In addition, it presentsseveral major historical educational policy shifts in order to explore both the internal and external rationale behind the development of aneducation policy with Chinese characteristics. It also provides a unique policy analysis tool for investigating the intricate political logics in contemporary Chinese education policy development at the macro-level, systematically and comprehensively.

This book examines the Chinese education policy landscape since 1978 by constructing a policy analysis tool, the “concept-added policy chain,”and discusses how to review, assess and forecast the development of that landscape, ...

Informed Dialogue

Using Research to Shape Education Policy Around the World

A discussion of educational change and the role of information gained through research, and of participatory processes in influencing such change.

A frank account of what happens when researchers work with policy makers in lesser developed countries to inform policy changes. Useful reader in graduate courses in policy analysis and reasearch and a helpful reference around the world.

Feminist Critical Policy Analysis: A perspective from post-secondary education

This text sets out to challenge the traditional power basis of the policy decision makers in education. It contests that others who have an equal right to be consulted and have their opinions known have been silenced, declared irrelevant, postponed and otherwise ignored. Policies have thus been formed and implemented without even a cursory feminist critical glance. The chapters in this text illustrate how to incorporate critical and feminist lenses and thus create policies to meet the lived realities, the needs, aspirations and values of women and girls. A particular focus is the primary and secondary sectors of education.

Learning and Doing Policy Analysis in Education: Examining Diverse Approaches to Increasing Educational Access

This book originated in a policy analysis class at Michigan State University taught during 2010. Using Professor Tatto’s unique approach to teaching policy analysis, the professor and students agreed to construct a class that represented a reflective and grounded experience in the policy analysis of a current and relevant issue with global ramifications; we began exploring policies that were developed at the global level and that were implemented locally. We investigated the surge of globally developed standards and regulations in an effort to improve education. Our goal was to learn cross-nationally about policies that seek to reform curriculum and instruction under efficiency and global competitiveness arguments, such as Education for All (EFA) and its USA cousin No Child Left Behind (NCLB). We knew our work would be bounded by the time available in a one-semester class, and by resource constraints. We did exploratory inquiry supported by literature reviews, reports on rigorous research studies, and in one case an exploratory case study. The policies we chose to explore, such as EFA and NCLB, offered us the opportunity to examine current reform tendencies that are intended to provide access to quality education for all children, the preparation of teachers to support diverse populations, the organization of schools to accommodate these children in response to vague policy mandates, and power issues affecting the different constituencies and stakeholders. The effects of these and other policies were difficult to track because research is scant and decisions are frequently made based on ideology or political persuasion. Our purpose was to explore the critical issues that originated such policies, and to search for documented evidence regarding policy implementation and effectiveness. We investigated the factors that seemed to interfere with successful implementation, from conceptual, theoretical, and methodological perspectives. In this class we learned that there are not ready-set frameworks for policy analysis, but rather that these have to be constructed according to the issues that emerge as policies are conceptualized and implemented to fit local contexts and needs. The book pays particular attention to the contexts of policy, including the evolving conceptualization of global and local systems of governance, knowledge regimes, and policy spaces. The book is designed for faculty and doctoral students in education who are interested in understanding diverse frameworks for policy analysis, and for those in the general public who are interested in the policies we analyze here.

This book is not a synthesis of the policy analysis literature. With the exception of the section that immediately follows this section and the course syllabus included in the appendix to this chapter, the book does not provide a ...

Annual Review of Comparative and International Education 2018

This year’s edition brings together research and essays on comparative education trends and directions written by professional and scholarly leaders in the field. Topics covered include theoretical and methodological developments, reports on research-to-practice, area studies and the diversification of comparative and international education.

Developmentally appropriate practice in early childhood programs serving children from birth through age 8. ... Kindergarten education curriculum guide: Joyful learning through play balanced development all the way.

Review and Synthesis of Family and Consumer Sciences Education Research, 1985-1995

Journal of Vocational Home Economics Education , 12 ( 1 ) , 26-38 . Wirsching , T. , & Stenberg , L. ( 1992 ) . Determinants of Idaho Hispanic female participation in adult vocational education programs . Journal of Vocational Education ...

The ERIC Review

Provides information on programs, research, publications, and services of ERIC, as well as critical and current education information.

... Creative Curriculum for Early Childhood , an established preschool and kindergarten curriculum developed by Teaching Strategies staff that is already being used by the participating Head Start centers and prekindergarten programs .

Review and Synthesis of Research in Home Economics Education

Γ home economics curriculum and that preparation for wage earning should be included in it . ... 49 per cent of all the state supervisors returning questionnaires reported some programs concerned with employment education .