On track to what? A Foucauldian analysis of a recent Victorian post-compulsory education policy initiative.

Drawing on research findings, this article attempts an ‘eventalisation’ of the implementation of On Track, a recent initiative in Victorian postcompulsory education policy. Annelies Kamp argues that On Track can be understood as an act of surveillance that not only manages but also produces a risk that is deemed manageable by government. While there is a growing recognition of the need to understand youth transition in late modern times as being a ‘recursive state’, the governance framework persists in constructing youth transition as partaking of panoptical time that compels us to attend to progress, precocity, arrest, or decline through initiatives such as On Track

Local Government Education Strategy on the Public Service Delivery For Learning City Development

The purpose of this study was to Local Governments' Education Strategy on the Public Service Delivery for Learning City. This study uses case studies to collect and analyze data, generate inductions, empirical observations, and SWOT analysis. Driving Thailand's Sustainable Development Goals (SDGs) policy showed that the area conditions were in place. Situations, environments, limitations, and highlights affect the targeting of public services. Local government education development strategies are constantly pushing local education policies. Building knowledge by developing 20 local courses in generating income for the community has a policy of " Creative City," including livable city, tourist town, investment city, and city to study. Under the critical base of thinking of executives who believe that education is the most potent weapon. In addition, to driving local education policy, A strong community committee is needed. Public participation plays an essential role in the development of cities. Some operations are conducive to driving the city of learning—continuous development of knowledge plans. There are programs to support learning at all ages that go through education work and professional policy network management. This is an important strategy to develop local education aligned with the Sustainable Education Development Goals

Can an economically struggling university bolster community engagement as a learning city? Exploring one university initiative in Malawi

There is growing need to link universities and their cities in Africa.  Yet current research paints a picture that the development relationships between universities and learning cities do not appear to have functioned sustainably in the African contexts. This paper draws from UNESCO guidelines for a learning city to analyze one university efforts of linking community engagement that bolsters a learning city initiative. The case is based on empirical data with a total of 16 actors in community engagement that included deans, heads of departments, faculty in general and university administrators. The evidence, suggested that rather than a formalized and centralized approach, the current university case on the contrary employs an open-ended and ad-doc systems that still bring to the fore the agenda for a learning city. The paper concludes with a call for alternative ways to structure partnerships that do not always structure bureaucratic approaches in poorly resourced universities

Socialization of Education in City Ho Chi Minh City from 1997 to 2010

The socialization of education is a major policy of our Party and State. Initially, certain results have been achieved in mobilizing social resources to meet the increasing needs of all classes of people. Socialization is building a community with the responsibility of all classes of people for the creation and improvement of a healthy and favorable socio-economic environment for educational, medical and cultural activities in each country. This is the responsibility community of the party committee, the people's council, the people's committee, mass organizations, economic organizations, local businesses, and each citizen. In this article, the author focuses on clarifying the current situation and drawing some experiences on educational socialization in Ho Chi Minh City. Keywords: Education, Ho Chi Minh City, modernization, socialization. DOI: 10.7176/RHSS/12-22-05 Publication date: November 30th 2022

Report of the Open Working Group of the General Assembly on Sustainable Development Goals

This report is an integrated and coordinated implementation of and follow-up to the outcomes of the major United Nations conferences and summits in the economic, social and related fields

Fostering college and career readiness: how career development activities in schools impact on graduation rates and students' life success

This paper sets out the recent evidence around career development. This evidence is examined within the context of the college and career readiness agenda. The argument is made that in order for young people to be genuinely “ready” for both college and career they need to have attended to their academic achievement, their aspirations and plans for the future, their ability to make transitions and their ability to direct their own careers. It is argued that career development offers schools a body of practice that has been shown to have a positive impact on young people’s readiness for college and career. The report acknowledges that the provision of career development has been in decline in many North American schools despite evidence of its effectiveness. Given the current instability of the labor market, the increasing complexity of the education system and the need to grow the skills base of the workforce in a competitive global market, failing to attend to young people’s careers seems shortsighted. As this paper shows, there is a strong body of evidence which demonstrates that career development activity in schools can help young people to experience academic achievement, successfully transition to the labor market and live happier and more productive lives. It is hoped that setting out the evidence in this area of research will provide policy makers and school leaders with the resources required to make informed decisions and to support the development of the future generations of talent. The paper explores the impacts of career development in relation to four main questions: • Does career development engage young people in their schooling and help keep them attending school? • Does career development positively impact on young people’s academic achievement? • Does career development assist young people in making successful transitions to college or the labor market? • Does career development have a positive effect on people’s career and life success?Career Cruisin

Journal Club Revisited: Teaching Evidence-Based Research and Practice to Graduate Students in a Professional Degree Program

A Journal Club can be a learning exercise that allows for the critique and pursuant analytic discussion of empirical studies, and encourages the public health, health administration, or health policy student to better understand how evidence-based research contributes to evidence-based practice. The purpose of this paper is to describe a learning exercise that implements the Journal Club to evaluate strengths and limitations of relevant research studies and their potential influence on evidence-based practice. This learning exercise was developed to increase discipline-specific knowledge and improve analytical thinking to form and communicate a well-researched and reasoned critique about current peer-reviewed research. Specifically, the exercise was designed to: (1) identify the peer-review process and its influence on evidence-based practice; (2) curate primary resources for selected health issues; (3) evaluate a published, peer-reviewed research article for its rigor and limitations with respect to reported methods, findings, and applicability to professional practice; and (4) facilitate a discussion about discipline-specific research in a concise, professional manner. At the conclusion of the exercise, graduate students, who are also working professionals, reflected on the utility of examining how evidence-based research impacts evidence-based practice. The benefits of this applied learning approach for students and the faculty instructor are discussed