Education policy evaluation

Neste texto busca-se analisar a participação social na avaliação da política educacional mediante as conferências municipais de educação realizadas no município de Ananindeua/PA, no período de 2003 a 2011. A problemática foi expressa nos seguintes termos: a avaliação da política educacional implantada no município possibilitou que os segmentos sociais interessados participassem diretamente desse processo? Utilizamos a análise bibliográfica e documental. Como resultados consideramos a proporcionalidade como estratégia mais adequada nesse processo de avaliação e de construção de proposições à política municipal de educação. Apontamos que as metodologias identificadas a partir de projetos e relatórios das CMEs contribuem para a consolidação de processos de democratização da gestão educacional.Palavras-chave: avaliação, participação social, política educacional.

<p>Much current policy analysis assumes that in order to build theory on vocational education and training (VET) policy evaluation, it is useful to explore evaluation from the perspectives of its stakeholders. However in practice this does not always happen. This thesis addresses the limitations that arise in policy analysis on VET when stakeholders’ perspectives are ignored or assumed. Industry Training in New Zealand is used as an example of a VET policy that has experienced increasing participation by stakeholders, but limited evaluation that largely ignores stakeholders’ views. Taking an inclusive, qualitative approach, this research seeks to unearth how different stakeholders in the state and tourism sectors evaluate the impact of Industry Training and how value is created for each from Industry Training engagement. Fifty semi-structured interviews were completed with a cross-section of stakeholders representing policy makers, various industry interest groups, as well as employers/managers and trainees from four state and tourism sector organisations. Secondary data, where available, were also analysed, in order to improve the level of data triangulation. An analytical framework was developed from the VET, human capital, human resource development, critical human resource development and policy evaluation literatures. This framework consists of two broad paradigms of evaluation: (1) The Strategic HRD/VET policy logic of skills investment equals increased socio-economic prosperity. This views the outcomes of VET policy as largely value-free, quantifiable facts that are mutually beneficial to all stakeholders, and which exist separately from these stakeholders; and, (2) The Critical HRD/Stakeholder logic that views the outcomes of VET policy as value-laden, not necessarily mutually beneficial to all stakeholders, nor existing separately from its stakeholders. Responses from interviewees were compared against these paradigms and among different stakeholder groups to answer the main research question: How do stakeholders evaluate the impact of a VET policy? The main research outcome is the development of a new framework and theory of VET policy evaluation, based on a comparative understanding of value creation from multiple stakeholders’ perspectives.</p>

Policy enforcement is an integral part of many applications. Policies are often used to control access to sensitive information. Current policy specification languages give users fine-grained control over when and how information can be accessed, and are flexible enough to be used in a variety of applications. Evaluation of these policies, however, is not optimized for performance. Emerging applications, such as real-time enforcement of privacy policies in a sensor network or location-aware computing environment, require high throughput. Our experiments indicate that current policy enforcement solutions are unable to deliver the level of performance needed for such systems, and limit their overall scalability. To deal with the need for high-throughput evaluation, we propose CPOL, a flexible C++ framework for policy evaluation. CPOL is designed to evaluate policies as efficiently as possible, and still maintain a level of expressiveness comparable to current policy languages. CPOL achieves its performance goals by efficiently evaluating policies and caching query results (while still preserving correctness). To evaluate CPOL, we ran a simulated workload of users making privacy queries in a location-sensing infrastructure. CPOL was able to handle policy evaluation requests two to six orders of magnitude faster than a MySql implementation and an existing policy evaluation system. We present the design and implementation of CPOL, a high-performance policy evaluation engine, along with our testing methodology and experimental results.

This research is a research based on analyst theory and evaluation of education policy. The aim is to photograph the practice of Merdeka Belajar and evaluate its success. The research method used is qualitative evaluation. Data was collected through documentation techniques and interviews. The collected data were analyzed by qualitative evaluative analysis techniques. PTKIN responds to the policy regulations of the Ministry of Education and Culture and the Ministry of Religion related to Independent Learning Independent Campus (MBKM) by conducting intensive internal discussions and then making MBKM Guidelines with the Rector's Decree. The form of MBKM chosen refers to MBKM regulations in the Ministry of Education and Culture and the Ministry of Agriculture, its implementation is adjusted to the potential and conditions in each PTKIN. This policy evaluation provides valuable input for policymakers to make improvements or policy adjustments related to curriculum development and implementation at PTKIN.

Desirability–doability framework (2 × D) is a novel framework for the collaborative evaluation of public policies. Fundamental objectives and performance indicators are agreed upon in workshops, policies are characterised, and barriers to implementation identified. MACBETH interactive protocols are then applied in decision conferences to elicit qualitative judgments about the desirability of policies, within and across objectives; and about their doability under the expected graveness of barriers on contrasting scenarios. Elicited judgments allow, respectively, to construct a shared multicriteria model measuring the overall desirability of policies; and, to measure their doability. Desirability–doability graphs enable visual interactive classification of policies, with sensitivity/robustness analyses of uncertainties. 2 × D was successfully tested in a real‐world urban‐health policymaking case to evaluate spatial policies. The main novelty of 2 × D is that it bridges the socio‐technical gap, present in OR, between the support required by a complex social decision‐making process, and that usually offered by analytic techniques – while keeping modeling theoretically sound and simple.

Educational TheoryVolume 40, Issue 4 p. 443-452 Ironies of the Romance and the Romance with Irony: Some Notes on Stylization in the Historiography of American Education Since 1960 Richard Angelo, Corresponding Author Richard AngeloDepartment of Educational Policy Studies and Evaluation, College of Education, University of Kentucky, Lexington, KY 40506.Search for more papers by this author Richard Angelo, Corresponding Author Richard AngeloDepartment of Educational Policy Studies and Evaluation, College of Education, University of Kentucky, Lexington, KY 40506.Search for more papers by this author First published: December 1990 https://doi.org/10.1111/j.1741-5446.1990.00443.xCitations: 2Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume40, Issue4December 1990Pages 443-452 RelatedInformation

課題研究の残したもの : 司会を終えて(II 教育政策と政策評価を問う)

Education is crucial to national growth. Hence, a Link and Match program to provide work-oriented education is needed. This study uses the CIPP Model to assess the link and match policy between vocational high schools (SMK) and business and industry (DUDI). Four vocational schools located in Banda Aceh and Aceh Besar were studied. Data was acquired through expert-validated questionnaires and observation interviews. Quantitative descriptive analysis was used. The research results show that the link and match policy between SMK and DUDI has been appropriate, with an average score of four categories with appropriate criteria for each aspect. However, the implementation process is still hampered because the Aceh Government has not yet prepared a planned and measurable plan in the Strategic Plan for developing vocational education in Aceh to link and match to a vocational education master plan for long-term educational development. As a relevant stakeholder, the Aceh Education Service should clearly state the concept and measurable targets for developing links and matches in vocational schools, including what programs must be prepared to address the strategic issue of strengthening links and matches, especially in vocational schools with DUDI, to meet needs.

This research aims to findout that education policy evaluation is a procedure used to assess how much aneducational policy produces results using a comparison between goals and targets with the results obtained. the procedure must be carried out at the timeof implementing the implementation of the education policy analysis, which aimsto find out how the education policy is running, whether it is running well or is experiencing obstacles, changes are needed or only improvements. In addition, the evaluation of educational policies provides clarity about the advantages and disadvantages of the applied educational policies, we can also find out all the impacts that have been caused by the education policies, whether they cause benefits or even provide losses, chaos and so on. At the management stage, the evaluation process is the last stage of the educational policy-making process that can produce information that is used to improve the education policy. The measurement of the success of educational policies is one of the most important tools in an educational policy evaluation activity that is used as a measurement of the value and benefits resulting from the implemented educational policies.

Education inequality between villages and cities is a common issue, with villages often experiencing difficulties in accessing adequate education facilities. Village governments have an important role in improving the quality of education. This article uses qualitative research methods to understand the context, dynamics and complexities of education policies and their impact on communities. The Surabaya village government has developed an education policy that focuses on improving education in its area. This policy has shown positive impacts, but education policy evaluation is crucial to ensure sustainability and continuous improvement. Evaluations help identify weaknesses and challenges faced in implementing education policies so that improvements can be made and more effective strategies can be developed. Limited resources, facilities and competent teaching staff are some of the most significant challenges in improving the quality of education in Surabaya Village. PMM played a crucial role in the evaluation of the village's education policy, assisting in data collection and analysis, direct observation, community empowerment, and the development of recommendations for improvement. With the involvement of independent student exchanges, the village administration gains a more in-depth and comprehensive view of the effectiveness of education policies, which ultimately contributes to improving the quality of education in the village.

BackgroundFrom the early empirical research results, we found the special methods and dimensions of education policy performance evaluation. These studies transition to outcome assessment and process assessment. Recent work has combined performance evaluation and education policy evaluation, and combined them. This study reconsiders the structure and measurement criteria of education policy performance in Tibet. To understand the current situation and characteristics of the implementation of educational language policy in Tibet and the changes of emotional behavior.Participants and MethodsA questionnaire survey was conducted among 945 middle school students in Ganzi Prefecture. Based on the results of Wang Shiying's questionnaire survey in Taiwan and the suggestions of the members and leaders of the research group, this study compiled a self-made Tibetan language education language policy scale. There are two types of balances, one is closed and the other is open. From the perspective of item reliability, structure reliability, alpha, ave and partition validity, this study makes an item analysis and reliability analysis on the four dimensions of language acquisition, policy attitude, policy awareness and policy satisfaction. Statistical software package amos21. 0 for confirmatory factor analysis (CFA).ResultsThe results show that the structural model of Tibetan educational language policy has been supported by the local government, which shows that the Tibetan educational language policy is effective. From large to small, the performance dimensions of educational language policy are: satisfaction with Tibetan educational language policy > Tibetan ability > Tibetan use > Tibetan educational language policy awareness. The standard deviation of each dimension from large to small is: Tibetan use > Tibetan ability > satisfaction with Tibetan educational language policy > recognition of Tibetan educational language policy. At present, the average value of the average performance evaluation of education policy in the questionnaire analysis is 3.6150 ~ 4.0595, which is equivalent to the degree of “above average”, and the overall performance is ideal. The correlation between Wittenberg coefficient and UCA was 0.81; The correlation between emotional language table and it is 0.59. Consistent with the expected results, language function is related to the evaluation of various policies; Emotional factors are related to the evaluation of the relationship between language recognition. (most correlation values are 0.30-0.70). From the perspective of discriminant validity, the correlation between social and emotional language items of Russell et al is only 0.170. As mentioned above, their correlation with other variables is also different. The correlation between Wittenberg's social and emotional language subscales is 0.44, which is significantly lower than the reliability of various scales, and the correlation between the two languages and other variables is also inconsistent. One of Wittenberg's findings is that social language has a high correlation with the UCLA scale, but this may also be partly due to the imbalance of the UCLA scale, that is, there are too many items for policy and less items for language and attachment.ConclusionThis paper discusses the dimensions and components of the performance of education policy in Tibet. In the analysis, some theoretical hypotheses of the performance structure of Tibet's education policy are tested, and the empirical data are combed to give an overall view of the criticism contained in these studies. This study constructs the model blueprint of the performance structure of Tibetan language education language policy, which provides reference and suggestions for future researchers. However, Ganzi Tibetan language education is a complex project, which will take a long time to implement. Therefore, the implementation of Tibetan language education needs unremitting efforts. On the basis of summarizing the successful experience of Tibetan language education, local governments and education departments should further study and accurately grasp the laws of education, promote the innovation of Tibetan language education ideas and clarify the objectives of Tibetan language education.AcknowledgementsThis article is a research project of the social science department of Hainan Province"(No. HNSK(ZC) -19 -08).

An integrated approach for ex-ante evaluation of public policies for sustainable agriculture at landscape level

The purpose of this research is to quantitatively evaluate the growth phase, position, and priorities of the industrialization policy management of the construction industry at firm level. The goal is to integrate quantitative dynamics into the policy-making process for sustainable policy development in future China. This research proposes an integrated framework, including growth management model and industrial policy evaluation method, to identify the challenges of construction industrialization and policy management. The research applies the mixed system method, which includes entropy method and average score method, to analyze the growth stage and major impact indexes targeting 327 survey samples. The empirical results show that the proposed conceptual framework and policy evaluation method could effectively determine the growth position and directions of the construction industrialization. For verification purpose, the study uses the local industry data from Shaanxi Province, China. The calculation results substantiate that the construction industry is in the middle section of the third growth phase. The comparison of the results from statistical methods shows that the local construction industry still needs substantial effort in policy management to improve its sustainable industrialization level. As countermeasures, the policy priorities should concentrate on: (1) enhancing effective cooperation among universities, research institutions and enterprises; (2) improving actions towards technology transfer into productivity; and (3) encouraging market acceptance of construction industrialization. This research complements the existing literature of policy evaluation of construction industrialization. Moreover, it provides theoretical and operational steps on industry policy evaluation and growth management framework, with accurate and ample data analysis on firm-level survey. Researchers and policy makers can use this research for further extensions of policy management for construction industrialization.

Governments frequently introduce education policy reforms to improve the educational outcomes of pupils. These often have simultaneous effects on pupils because they are implemented in the same schools and at the same time. In this paper, we evaluate the relative and multiple overlapping effects of two flagship British educational policies – the Excellence in Cities initiative and the specialist schools policy. We compare the estimates from multi-level cross-sectional and difference-in-differences (DID) matching models. The policy impacts estimated from cross-sectional models are typically positive, quite large and rise over time. The specialist schools policy had a much greater impact on test scores. However, DID matching estimates of the overlapping policies show an increase in GCSE test scores by only 0.5–1 point. We interpret this result as a small causal effect arising from complementarities between the two policies.

The purpose of this study is to build a matrix of indicators, based on public data that have systematic disclosure, capable of supporting decision-making in different instances in favor of education as a right for all. The matrix contributes to an evaluation of educational public policies that does not overvalue proficiency indicators and/or grade advancement rates but allows a contextualized and broad analysis of the school. The idea is to rethink the definition of quality, with the proposal of a study approach that is not focused only on student performance. There are four dimensions proposed and analyzed: contextual information, initial characteristics of the educational offer, adherence to six conceptions of justice inspired by the definitions of Franois Dubet (