The Case of EFA In Sub-Saharan West Africa: How Notions of Human Capital Shape the Discourse of EFA Policymakers and EFA Teachers in Sub-Saharan West Africa

This research examined the role of human capital in shaping the discourse of Education For All (EFA) policymakers at UNESCO, in Paris, France, and EFA teachers in Sub-Saharan West Africa. UNESCO, the World Bank and the International Monetary Fund (IMF) all operate as neocolonial powers which continue to exert control over former colonies. These institutions exert control through ideology and financial restraints based in neoliberal policy. Through an examination of UNESCO documentation, interviews with UNESCO policymakers, and interviews with EFA teachers in Mali, Benin, Burkina Faso, Ghana, and Togo, the ways in which ideologies were communicated and internalized was examined. The UNESCO policymakers and EFA teachers both have insights into human capital and its role in EFA policies, but each group has varying levels of insight based on their lived experiences. Some of the interviewees were blind or chose not see discursive effects of human capital in EFA policy and how it contributes to a system of global and regional inequality. One of the reasons for this is that both groups do not want to lose their perceived status. Another reason that emerged was the disconnect between the policymaker and the EFA teacher. This research looked at the role ideologies play in shaping policy and how neocolonials maintain control over former colonies through the permeation of their hegemonic view. Ideologies are maintained and produced by structures which need to change if a counter-ideology were to emerge. This study showed that alternatives to the current ideologies contained in EFA need to emerge. There needs to be counter-ideologies that break the cycle of being controlled by neocolonial powers through ideologies and reliance on foreign aid

Education policy: process, themes and impact

Education policy is high on the agenda of governments across the world as global pressures focus increasing attention on the outcomes of education policy and on the implications for economic prosperity and social citizenship. However, there is often an underdeveloped understanding of how education policy is formed, what drives it and how it impacts on schools and colleges. Education Policy: Process, Themes and Impact makes these connections and links them to the wider challenges of educational leadership in a contemporary context

Challenging the orthodoxy: union learning representatives as organic intellectuals

Teacher education and continuing professional development have become a key areas of controversy in England since the period of school sector restructuring following the 1988 Education Reform Act. More recently teacher training and professional development have often been used to promote and reinforce a narrow focus on the government’s ‘standards agenda’. However, the emerging discourse of ‘new professionalism’ has raised the profile of professional development in schools, and together with union learning representatives, there are opportunities to secure real improvements in teachers’ access to continuing professional development. This paper argues however that union learning representatives must go beyond advocating for better access to professional development and should raise more fundamental questions about the nature of professional development and the education system it serves. Drawing on Gramsci’s notion of the ‘organic intellectual’, the paper argues that union learning representatives have a key role as organisers of ideas – creating spaces in which the ideological dominance of current policy orthodoxy might be challenged

Issues of shaping the students’ professional and terminological competence in science area of expertise in the sustainable development era

The paper deals with the problem of future biology teachers’ vocational preparation process and shaping in them of those capacities that contribute to the conservation and enhancement of our planet’s biodiversity as a reflection of the leading sustainable development goals of society. Such personality traits are viewed through the prism of forming the future biology teachers’ professional and terminological competence. The main aspects and categories that characterize the professional and terminological competence of future biology teachers, including terminology, nomenclature, term, nomen and term element, have been explained. The criteria and stages of shaping the future biology teachers’ professional and terminological competence during the vocational training process have been fixed. Methods, techniques, technologies, guiding principles and forms of staged work on the forming of an active terminological dictionary of students have been described and specified. The content of the distant special course “Latin. Botanical Terminology”, which provides training for future teachers to study the professional subjects and to understand of international scientific terminology, has been presented. It is concluded that the proper level of formation of the future biology teachers’ professional and terminological competence will eventually ensure the qualitative preparation of pupils for life in a sustainable development era

On the shopfloor: exploring the impact of teacher trade unions on school-based industrial relations

Teachers are highly unionised workers and their trade unions exert an important influence on the shaping and implementation of educational policy. Despite this importance there is relatively little analysis of the impact of teacher trade unions in educational management literature. Very little empirical research has sought to establish the impact of teacher unions at school level. In an era of devolved management and quasi-markets this omission is significant. New personnel issues continue to emerge at school level and this may well generate increased trade union activity at the workplace. This article explores the extent to which devolved management is drawing school-based union representation into a more prominent role. It argues that whilst there can be significant differences between individual schools, increased school autonomy is raising the profile of trade union activity in the workplace, and this needs to be better reflected in educational management research

Shaping a Healthier Generation: Healthy Kids, Healthy America State Profiles of Progress

Profiles states' efforts to advance childhood obesity prevention at the state level through childcare settings, policy prioritization, and school-based activities. Presents case studies of strategies, partnerships, and tools for coordinating policies

Early childhood transitions research: A review of concepts, theory, and practice’ Working Paper 48

Chapter 1 begins by outlining developmental concepts which underpin transition themes, in particular those associated with the theories of Jean Piaget and other ‘stage’ theorists. Their ideas are highlighted early on because so much transitions research builds on or reacts to core developmental assumptions. Chapter 1 then introduces socio-cultural perspectives on early childhood transitions. These are distinguished by their focus on how children learn by interacting with their immediate socio-cultural environments (e.g., caregivers, peers). This emphasis has been elaborated by several disciplines within the social sciences and is increasingly mirrored in early child development programmes around the world. Chapter 2 examines the different ways in which transitions are structured, drawing attention to varying logics that can be employed to mark transitions in early childhood. Institutional settings often use biological age as the criterion for readiness. By contrast, sociocultural transitions are often marked through rites of passage, following the cultural and economic reasoning of a given community. Also, around the world children engage in horizontal transitions as they move between different domains of everyday life. Chapter 3 shifts to perspectives on transitions that are informed by systems theories. These are distinguished from socio-cultural approaches by their greater emphasis on the links between individuals, macro social processes and historical changes. These approaches highlight the linkages between children, their communities and global societies and draw attention to the importance of comprehensive programmes that enable children to engage critically with the demands of a changing environment. Chapter 4 focuses on children’s active roles in shaping their transition experiences, with particular attention to the significance of peer group relationships as a moderating influence on transitions. The section then explores research methods that may enable the implementation of children’s right to participation within research and programming in this area. The final chapter discusses the findings of this review, highlighting significant research strengths and gaps of the various approaches presented, followed by a glossary of key transitions concepts discussed in the paper