Challenges for implementing regional educational policies

The increasing integration of Islamic values into regional education policies in Indonesia reflects a new dynamic between public spirituality and the rationality of government bureaucracy. While previous studies have examined sharia-based regulations from political and legal perspectives, few have specifically explored how Islamic values are formalized within regional education policies. This article aims to analyze the forms and patterns of Islamic formalization in education policies across four regencies in East Java (Jombang, Ponorogo, Pasuruan, and Lamongan) by emphasizing the balance between religious spirit and administrative rationality. Using a qualitative-normative approach and the systematic literature review method, this study examines regional policy documents, national legislation, and relevant empirical research. The findings indicate that local governments institutionalize Islamic values through educational regulations oriented toward strengthening religious character, such as compulsory diniyah education, Qur’anic literacy programs, and habitual religious activities in schools. This process represents the rationalization of spirituality, wherein religious values are translated into measurable administrative frameworks without losing their moral essence. Conceptually, the formalization of Islam in education policy illustrates a synthesis between public morality and modern governance; practically, it contributes to the enhancement of students’ moral character and the harmonization between religious society and educational bureaucracy. The study recommends a mixed-methods approach for future research to assess the empirical impact of Islamic-based education policies on the quality and character development of students at the regional level.

The development of high-quality human resources is a fundamental prerequisite for enhancing regional competitiveness amid increasing global dynamics and social disruption. However, educational practices at the local level have largely emphasized formal academic achievement while insufficiently integrating character development and physical fitness. This study aims to analyze the policy model of the Tangerang Regency Excellent School as an innovative regional education policy based on a holistic approach that integrates academic excellence, character development, and physical fitness. This research adopts a qualitative approach with an educational policy study design. Data were collected through a literature review, policy document analysis, and in-depth interviews with education experts, policymakers, and community leaders. Data analysis employed thematic analysis and content analysis with source and method triangulation to ensure rigor. The findings reveal that the Excellent School policy is designed not as an elitist institution, but as a center of excellence and a regional education policy laboratory that promotes systemic quality improvement. The integration of academic, character, and physical dimensions reflects a paradigm shift toward whole-person education. The study concludes that the effectiveness of the Excellent School policy is highly dependent on strong governance, human resource capacity, and impact-based evaluation and replication mechanisms. This study contributes to the literature on regional education policy and offers practical recommendations for local governments in designing sustainable, equitable, and future-oriented education policies.

Introduction. Intra-Russian educational migration among young people is significant due to the necessity for balanced spatial development within the educational system and the need to enhance the appeal of regional universities. The absence of an effective regional educational policy results in an uneven distribution of youth and the emergence of regional disparities in access to higher education.Aim. The aim of this study is to classify Russian regions based on the patterns of educational migration among young people. This classification seeks to formulate scientifically grounded recommendations for enhancing regional educational policies and managing migration flows effectively. Methodology and research methods. The study utilised statistical data from Rosstat regarding intra-Russian migration flows of young people from 2019 to 2023, along with the results of the 2020 All-Russian Population Census. The methodology is grounded in the calculation of the migration balance for specific age groups, including applicants aged 17 to 18 years and university graduates aged 20 to 23 years. Additionally, it involves the calculation of the return coefficient to develop a typology of regions categorised as donors, acceptors, transit, balanced, and closed. Results. Stable regional differences in educational migration have been identified: 45 regions in Russia serve as donors (losing youth), 12 regions are acceptors (attracting applicants), 21 regions maintain a balanced position, 2 regions are classified as transit, and an additional 5 territories exhibit low migration activity (closed). Data for 4 new territories is currently unavailable. Numerical criteria have been proposed, and a typology of Russian regions based on the educational migration of young people has been developed. Scientific novelty. An innovative methodology for classifying regions based on migration balance and return coefficient has been developed, taking into account the unique characteristics of internal youth migration in Russia to assess regional educational policy effectively. Practical significance. The results can be utilised by government agencies and universities to modify educational policies, enhance the appeal of various regions, and manage the educational migration patterns of young people.

This study examines and demonstrates the importance of creating and using the "Solid Info of the Region" tools for analytics and the development of regional education policy in the context of war and global challenges. Data collection and processing methods were used to gather information from various sources, including educational institutions, local authorities and statistical reports. Modern tools were used to collect large amounts of data. Statistical data were analysed in detail to identify trends, correlations and cause-and-effect relationships. Methods such as regression analysis, clustering and factor analysis were used to construct models for predicting the development of educational processes in the region. The study involved experts in education, management and analytics. They provided professional assessments and recommendations for interpreting the results and implementing innovative solutions. The study showed that the use of the "Solid Info of the Region" tool enables significant optimisation of financial, human and material resources. It helps to effectively plan their needs and identify current trends and opportunities for implementing innovative solutions in the education sector. The use of this tool makes it possible to make reasonable forecasts that support strategic decisions aimed at improving the quality of education and adapting it to modern challenges. Based on detailed data analysis, the "Solid Info of the Region" tool helps to identify the key factors influencing the efficiency of educational processes and the best ways to improve them. The introduction of modern information and analytical systems supports the advancement of regional education and its efficiency, the establishment of infrastructure ecosystems, digital pedagogy and the development of digital tools. This contributes to transparency, bringing the Ukrainian education system in line with European standards and aligning regional education policy with the needs of the community. The availability of detailed regional data allows for planning the restoration of education taking into account local conditions, improving the efficiency of resource management and providing equal opportunities for all regions of Ukraine.

The article analyzes the main national models of university policy in the world's leading democracies, identifies differences in the mechanisms and styles of educational policy, the reasons for different approaches to policy-making in a democratic system.It was found that in a democratic regime, the state retains the role of administrator of the education system, but through increased publicity and pluralism, governments seek to involve stakeholders in the policy-making process by forming coalitions with them. Educational coalitions allow the government to articulate the interests of some internal and external groups in the higher education system, to attract resources and support from these groups to implement its own concept of reforming.However, the composition of educational coalitions, the mechanisms of their formation vary from country to country, due to differences in administrative systems, ideological orientations, political culture and historical traditions. It is determined that the system of higher education is characterized by a stable configuration of external and internal groups, from which certain coalitions are formed. Internal groups consist of the academic community (teachers), academic management, students; external groups – the state, local authorities and the market (employers).The article analyzes the specifics and differences of the French, British, German, American and Asian (Japan, South Korea) models of educational policy. The British and American models are based on market mechanisms under the general coordination of the state. In the United States, university policy is also marked by the existence of two political courses in the educational sphere - the regional authorities and the federal center.The French model is based on the centralized administration of the education system by the government and the polarization of internal groups. The German model relies on close cooperation and coordination of federal and regional educational policies while limiting market mechanisms. The Asian model is characterized by corporate principles of educational policy formation and co-optation of group interests

The research work was carried out with the aim of analyzing regional educational policies and critical interculturality in secondary education in rural areas of the province of Abancay, department of Apurímac, 2023. The research is basic, qualitative and design-based, phenomenological-hermeneutic. The study population consisted of specialists, principals, teachers and students of the secondary education level of rural areas of the UGEL (Local Educational Management Unit) Abancay and the sample consisted of: 4 specialists from the DREA (Regional Directorate of Education of Apurímac), 3 specialists from the UGEL Abancay, secondary level, 6 rural education teachers from the EBR (Regular Basic Education), secondary school level, 6 directors and 6 students from rural schools in the province of Abancay. The following data collection instruments were used: semi-structured interview guide, documentary review form and non-participant observation guide. From the research it is concluded that the PERs (Regional Educational Policies) of Apurimac do not implement strategies of CI (critical interculturality) and the educational communities of rural schools do not know about the current PER (Regional Educational Project), but the native students demand the vindication of their language in educational and social processes

The impact of climate change and sea level rise has been a reality of our lived experiences for generations. This article is a commentary on various efforts at the Institute of Education, University of the South Pacific, in supporting Pacific resilience and adaptation through education strategies that are shaped by Pacific Indigenous knowledge systems, cultures, and philosophies. Case studies are presented with commentaries on regional frameworks and education policies are provided to highlight emerging ideas about Pacific resilience and adaptation through formal education. The role of culture, spirituality, language and arts are seen as tools in strengthening Pacific resilience and adaption. The findings from this commentary suggest future directions for developing strategies and educational programmes that seek to restore a sense of balance of the individual, the collective and with nature, and thereby strengthen resilience and adaptation to climate change.

Environmental stewardship is crucial for fostering sustainable development, particularly in vulnerable small-island developing states like Tuvalu. Government policies and frameworks play a vital role in shaping the education system, but inconsistencies in policy alignment often hamper efforts to embed Environmental Stewardship Education (ESE) into the national curriculum. We aimed to answer four questions: 1. What formal policies shape Environmental Stewardship Education (ESE) in Tuvalu? 2. Are national educational and environmental policies mutually consistent? 3. Are these national policies consistent with regional and global policies? 4. What challenges hinder the implementation of ESE in Tuvalu? These questions were addressed using a study of regional, international, and Tuvaluan online-available documentary assessments of national policies and frameworks in conjunction with those obtained from the Education Department. Our findings revealed that a combination of Tuvalu’s environmental and educational policies was instrumental in shaping ESE. Nationally, educational and environmental policies are internally inconsistent, as well as being inconsistent externally with regional and international policies. Recommendations for improving policy alignment and the sustainable integration of ESE into the curriculum are provided. The second part (Part 2) of our review covers the development and delivery of effective curricula for ESE.

O Estado português pretende iniciar uma nova fase, mais abrangente no relacionamento com os Municípios, alargando o leque de competências a transferir no setor da educação. Portugal é, no entanto, um Estado unitário regionalizado. Qualquer iniciativa, neste âmbito, não pode perder de vista as atribuições das regiões autónomas portuguesas. No caso, da Madeira e da Educação, o processo de ampliação de competências municipais, não pode deixar de considerar as competências regionais já existentes. O alargamento competencial para os municípios da Madeira, tudo terá a ganhar se for conduzido mediante políticas bottom-up pela interação com os atores locais, em lugar de top-down, em que a desconfiança conduzirá à redução das dinâmicas de autonomia e à descaraterização da qualidade do serviço educativo.Palavras-chave: administração educacional; autonomia regional; descentralização; municipalização; regionalização e políticas educativas regionais.

This study aims to analyze the implementation of regional education policies to improve the understanding of the Qur'an in public elementary schools in South Labuhanbatu Regency. This policy is based on Regional Regulation No. 10 of 2015 concerning Improving Understanding of the Holy Book. The study used a naturalistic qualitative approach with interview, observation, and documentation study techniques. The results show that the Qur'an-based education policy is implemented through several main strategies: teacher recruitment based on religious competency, intensive training, the preparation of a standard syllabus, annual work contracts, and the implementation of Qur'an learning outside of main school hours. The success of this program is supported by the synergy between the local government, the Education Office, the Ministry of Religious Affairs, schools, and the community. The analysis shows that this policy is aligned with the principles of strategic management, transformational leadership, and systems theory, despite limitations in funding and teacher capacity. The implications of this study emphasize the importance of regional education policies as a model for improving Qur'an literacy in public elementary schools.

Exploring the development of educational provision and contemporary issues, this book covers the countries that made up the European Union from its foundation to the signing of the Treaty of Nice: Austria, Belgium, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Luxembourg, Portugal, Spain, Sweden and The Netherlands. The chapters, written by regional experts, offer a review of contemporary national and regional educational structures and policies, research innovation and trends, as well as covering selected issues and problems including the effects of educational reform and systemic changes within the school and university systems, minority languages, and intercultural changes for indigenous and new immigrant populations.

Este estudio surge de la necesidad de visibilizar los proyectos autonmicos diseados para la integracin de las TIC en los centros educativos espaoles. Con el fin de sintetizar y comparar los proyectos de integracin de las TIC que han diseado las distintas comunidades autnomas espaolas a lo largo de la historia, se plantea un estudio basado en la metodologa propia de la educacin comparada cuyo objetivo es caracterizarlos, identificando similitudes y divergencias. Una bsqueda exhaustiva de informacin a travs de los boletines y diarios oficiales de cada comunidad evidencia la existencia de 75 proyectos en las 17 comunidades, que se analizan en profundidad. Los resultados muestran las caractersticas ms relevantes de estos proyectos centrndose en: nombre, fechas de comienzo y fin, nivel educativo al que va destinado, y, lneas de actuacin. As, se obtiene una visin global de la evolucin de estas polticas, que evidencia la gran variedad de iniciativas autonmicas. Como aspectos en comn se identifican los niveles educativos a los que van dirigidos y ciertas tendencias en la evolucin de las lneas de actuacin. Cabe destacar entre las diferencias halladas las variaciones en nmero, temporalidad y prioridad en las lneas de actuacin. En definitiva, resulta difcil establecer un marco comn nacional til para la evaluacin de polticas autonmicas TIC. La pluralidad

This research article is devoted to little explored aspect of modern Russian education competitive environment. This includes different aspects of university activities related to supporting real competitiveness. Problem analysis is based on addressing theoretical foundations of actor competition research, including structure of modern competitive groups in higher education sphere, peculiarities of role and functional strategies of higher education institutions belonging to different groups. National and regional levels of competitive environment in higher education are analyzed. Comparative analysis methods and case studies are applied. Research proves the need for theoretical review of Russian higher education development in the context of competition theory and practice, consideration of competitive factor in developing regional and national educational policy and emphasizes the key criterion of university competitiveness: quality of education results. The article demonstrates impossibility of evaluating university competitiveness level according to resource and processual approaches. Further research into Russian universities’ competitiveness should be conducted in the context of educational competitive environment evolution not limiting it to quantitative indicators of university development. The article contains description of competitive groups’ structure existing in Russian higher education. It is useful for university executives and educational administrators as well as researchers in the field of organizational environment of modern higher education development.

STEAM education system is largely being incorporated within different countries to develop creativity and problemsolving skills among the students. This study has also focused on sustaining regional equality and interdisciplinary integration of arts and sciences via creativity research in STEAM education systems. For this study, the qualitative data was collected from 12 science teachers working in different Chinese high schools. Thematic analysis was used for analyzing the collected interview transcripts. Four important themes were formulated which include (a) STEAM Education System, (b) Creativity in STEAM Education System, (c) STEAM Education System Issues and (d) Recommendations for STEAM Education System. The results obtained from this study showed that STEAM education system helps in encouraging student engagement, following interdisciplinary integration of arts and sciences. However, regional inequality in China prevents effective accessibility and quality of STEAM education in rural regions of the country, emphasizing the development and implementation of effective educational and regional policies. This study has also provided different practical and theoretical implications within the context of STEAM education systems.

The objective of this biannual conference is to strengthen cross-disciplinary perspectives in order to develop knowledge in the fields of learning, as well as on organizations and institutional systems concerned with training and education. Education policies can be understood in the broadest sense and refer as much to supranational strategies as to national, regional and local policies, as well as to strategies and choices of various actors in the education system (academic actors, institutions, educational teams, families or even pupils). Questions of strategy and choice also refer to the development of teaching professions in specific organizational contexts where a localised appropriation of public policies is defined.This conference thus pays particular attention to issues of interdisciplinary research. Cross-disciplinary perspectives in the field of education are closely linked to methodological and epistemological issues. Such debates imply a paradigmatic emergence, where theoretical statements in the field of education can be discussed at the boundaries of the various methodologies and disciplines.Education policies and strategies, as well as the methodological and interdisciplinary challenges related to these issues, are analysed through the four following intertwined themes:- Contributions, limitations and new challenges of educational research in the field of learning and teaching fundamental skills such as reading,