Quality, Equity, Autonomy
Quality, Equity, Autonomy

Author: Lee Hwok Aun

Publisher: ISEAS-Yusof Ishak Institute

Published: 2019-09-26

Total Pages: 36

ISBN-13: 9814881171

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The Pakatan Harapan (PH) government promised education reforms before getting elected in 2018, and presently grapples with the complexities of making good on those pledges while seeking to negotiate continuity and change with regard to the previous administration’s Malaysian Education Blueprint launched in 2013. This article situates the education reforms in the context of Malaysia’s highly centralized administration, embedded practices and policy initiatives of recent years. Discussion focuses on three areas—quality, equity, autonomy—where PH has more distinctly differentiated itself from its predecessor. On the quality of national schools, efforts to alleviate teachers’ bureaucratic workload and enhance the schooling experience mark a positive start. However, transforming mindsets and practices will require more systemic changes, critical self-reflection, and sustained efforts on difficult matters, particularly in basic schooling and technical and vocational programmes. On equity, the government’s consistent attention to Bottom 40 (B40) households progressively allocates opportunity, and continual need to address ethnic concerns poses steep challenges. However, policy responses tend to unfold in an ad hoc manner, and the balancing of ethnic interests lacks clarity and coherence. On autonomy, at the institutional level, legislative overhaul in higher education is in the works, while at the personal level, academic freedom clearly thrives more under PH administration. Meaningful and effective reform will hinge on devolution of power away from central government, institutionalization of autonomy, and depoliticization of the system.

Equity by Design
Equity by Design

Author: Mirko Chardin

Publisher: Corwin Press

Published: 2020-07-20

Total Pages: 196

ISBN-13: 1544394446

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"Our calling is to drop our egos, commit to removing barriers, and treat our learners with the unequivocal respect and dignity they deserve." --Mirko Chardin and Katie Novak When it comes to the hard work of reconstructing our schools into places where every student has the opportunity to succeed, Mirko Chardin and Katie Novak are absolutely convinced that teachers should serve as our primary architects. And by "teachers" they mean legions of teachers working in close collaboration. After all, it’s teachers who design students’ learning experiences, who build student relationships . . . who ultimately have the power to change the trajectory of our students’ lives. Equity by Design is intended to serve as a blueprint for teachers to alter the all-too-predictable outcomes for our historically under-served students. A first of its kind resource, the book makes the critical link between social justice and Universal Design for Learning (UDL) so that we can equip students (and teachers, too) with the will, skill, and collective capacity to enact positive change. Inside you’ll find: Concrete strategies for designing and delivering a culturally responsive, sustainable, and equitable framework for all students Rich examples, case studies, and implementation spotlights of educators, students (including Parkland survivors), and programs that have embraced a social justice imperative Evidence-based application of best practices for UDL to create more inclusive and equitable classrooms A flexible format to facilitate use with individual teachers, teacher teams, and as the basis for whole-school implementation "Every student," Mirko and Katie insist, "deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, and whether or not they have a disability." Consider Equity by Design a critical first step forward in providing that all-important opportunity. Also From Corwin: Hammond/Culturally Responsive Teaching & the Brain: 9781483308012 Moore/The Guide for White Women Who Teach Black Boys: 9781506351681 France/Reclaiming Professional Learning: 9781544360669

Autonomy and Equality
Autonomy and Equality

Author: Natalie Stoljar

Publisher: Routledge

Published: 2021-09-30

Total Pages: 258

ISBN-13: 1000469557

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This book draws connections and explores important questions at the intersection of the debates about relational autonomy and relational equality. Although these two research areas share several common assumptions and concerns, their connections have not been systematically explored. The essays in this volume address theoretical questions at the intersection of relational theories of autonomy and equality and also consider how these theoretical considerations play out in real-world contexts. Several chapters explore possible conceptual links between relational autonomy and equality by considering the role of values—such as agency, non-domination, and self-respect—to which both relational autonomy theorists and relational egalitarians are committed. Others reflect on how debates about autonomy and equality can clarify our thinking about oppression based on race and gender, and how such oppression affects interpersonal relationships. Autonomy and Equality: Relational Approaches is the first book to specifically address the relationship between these two research areas. It will be of interest to scholars and graduate students working in social and political philosophy, moral philosophy, and feminist philosophy.

International Summit on the Teaching Profession Equity, Excellence and Inclusiveness in Education Policy Lessons from Around the World
International Summit on the Teaching Profession Equity, Excellence and Inclusiveness in Education Policy Lessons from Around the World

Author: Schleicher Andreas

Publisher: OECD Publishing

Published: 2014-07-04

Total Pages: 112

ISBN-13: 9264214038

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This publication identifies some of the steps policy makers can take to build school systems that are both equitable and excellent. The analysis is complemented with examples that illustrate proven or promising practices in specific countries.

The Future of Nursing 2020-2030
The Future of Nursing 2020-2030

Author: National Academies of Sciences Engineering and Medicine

Publisher:

Published: 2021-09-30

Total Pages:

ISBN-13: 9780309685061

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The decade ahead will test the nation's nearly 4 million nurses in new and complex ways. Nurses live and work at the intersection of health, education, and communities. Nurses work in a wide array of settings and practice at a range of professional levels. They are often the first and most frequent line of contact with people of all backgrounds and experiences seeking care and they represent the largest of the health care professions. A nation cannot fully thrive until everyone - no matter who they are, where they live, or how much money they make - can live their healthiest possible life, and helping people live their healthiest life is and has always been the essential role of nurses. Nurses have a critical role to play in achieving the goal of health equity, but they need robust education, supportive work environments, and autonomy. Accordingly, at the request of the Robert Wood Johnson Foundation, on behalf of the National Academy of Medicine, an ad hoc committee under the auspices of the National Academies of Sciences, Engineering, and Medicine conducted a study aimed at envisioning and charting a path forward for the nursing profession to help reduce inequities in people's ability to achieve their full health potential. The ultimate goal is the achievement of health equity in the United States built on strengthened nursing capacity and expertise. By leveraging these attributes, nursing will help to create and contribute comprehensively to equitable public health and health care systems that are designed to work for everyone. The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity explores how nurses can work to reduce health disparities and promote equity, while keeping costs at bay, utilizing technology, and maintaining patient and family-focused care into 2030. This work builds on the foundation set out by The Future of Nursing: Leading Change, Advancing Health (2011) report.

Autonomy in Education
Autonomy in Education

Author: Walter Berka

Publisher: Springer Science & Business Media

Published: 2000-04-13

Total Pages: 684

ISBN-13: 9789041113115

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The push towards greater autonomy is one of the three main trends in every modern educational policy, alongside quality assurance and quality evaluation techniques and the need to devote attention to special — and often disadvantaged — target groups. It is, however, difficult to derive a unified concept of `autonomy’ from the comparative indicators which are published on a regular basis and it has emerged that there are significant differences depending on the specific area and the administrative organisation of education in the country in question. During the discussions of the annual Congress of the European Association for Education Law and Policy (ELA) in Salzburg (1998) it was apparent that autonomy has to be considered in its various applications. Autonomy for school boards is realised through management, administrative mechanisms, management of staff and pedagogical options. Autonomy of administration requires competence, the willingness to establish an autonomous administration and awareness of each party’s responsibility in the educational process. The contents of this Yearbook are an answer to the question of how legislatures are responding to the trend towards greater responsibility, decentralisation and autonomy. It is an overview of the efforts made by the Member States of the European Union to apply the principle of subsidiarity.

Rethinking Hegemony
Rethinking Hegemony

Author: Thomas Clayton

Publisher: James Nicholas Publishers

Published: 2006

Total Pages: 262

ISBN-13: 1875408355

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In Rethinking Hegemony, edited by Thomas Clayton, a group of prominent educationists explore the complex and powerful process of hegemony, or ideological domination, as it operates in schools and other educational settings. In this collection of national and international empirical studies the authors grapple with the central process of hegemony – that of social maintenance or transformation by means of prominent social ideas which shape our understanding of what constitutes just, proper, and legitimate ways of thinking and acting. While the authors agree that these ideas are continually renewed, recreated and defended by dominant groups in society, they also consider the way other groups respond to this process in what often becomes a struggle for hegemony or ideological ascendancy. Chapters include Daniel Schugurensky’s analysis of the university restructuring in Latin America, Carmel Borg’s examination of the diffusion of Catholic values in Malta’s state schools, Joseph and Rea Zajda’s study of the rewriting of history textbooks in Russia after the fall of the Soviet Union, Peter Mayo’s case study of a state-sponsored adult eduction program in the University of Malta and Richard Maclure’s examination of the role of international and African NGOs in serving the interests of African elites and transnational capital. Ethnographic studies by Barbara Burgess and Mark Ginsburg, and Peter Demerath examine the education of emotionally disturbed children in the USA, and the struggles of New Guinean youth to negotiate between the Western ideas of individualism and hierarchical power structures and the egalitarianism of their village origins. Ryohei Matsuda and Ahmed Mah’s chapters consider both the marginalisation and the attempts at recognition of indigenous agricultural knowledge in Agricultural Science faculties in Africa universities. Chapters by Victor Cordova and Mark Ginsburg, Pamela Young, Joseph Slowinski and Thomas Clayton consider campus struggles in a Mexican university, the role of Protestant missionaries in the 19th and 20th century Ottoman Empire, the influence of EU educational assistance in Eastern Europe, and the role of Vietnamese interventions in Cambodian education and culture.

Grading for Equity
Grading for Equity

Author: Joe Feldman

Publisher: Corwin Press

Published: 2018-09-25

Total Pages: 282

ISBN-13: 1506391591

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"Joe Feldman shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed. . . . This must-have book will help teachers learn to implement improved, equity-focused grading for impact." —Zaretta Hammond, Author of Culturally Responsive Teaching & The Brain Crack open the grading conversation Here at last—and none too soon—is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity provides A critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a "fixed mindset" about students’ academic potential—practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a "true north" orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding As Joe writes, "Grading practices are a mirror not just for students, but for us as their teachers." Each one of us should start by asking, "What do my grading practices say about who I am and what I believe?" Then, let’s make the choice to do things differently . . . with Grading for Equity as a dog-eared reference.