scholarly journals Public Policy Dilemma of Choosing the Medium of Instruction for School Education: A Case for Questioning Fallacies and Connecting Objectives

2021 ◽  
pp. 2633190X2110346
Author(s):  
Jyotsna Jha
Keyword(s):  
Public Policy ◽  
Public Schools ◽  
Low Cost ◽  
School Education ◽  
Medium Of Instruction ◽  
Indian States ◽  
Public And Private ◽  
The Public ◽  
Local Contexts ◽  
Multilingual Approach

This article focuses on the issue of the public policy choice of the medium of instruction in public schools in India, taking the high demand for English-medium school education into consideration. Building on the available literature and evidence, the article argues against the introduction of English as a singular medium of instruction in school education. The introduction of English in public and private low-cost schools is not helping children in attaining any proficiency in English. The use of English also adversely impacts their capacity to learn other subjects well. The article argues for the adoption of the translanguaging philosophy and multilingual approach to address all objectives that drive the choice of a particular medium of instruction: gaining proficiency in the said languages, ability to communicate well using those languages, using those languages to learn other subjects, making schools inclusive by including diverse home languages present in school education and enabling diverse languages to flourish by promoting their learning and usage in formal schools. This requires a reform in institutional approaches and capacity building but does not necessarily imply additional burden. Certain parts of the world have adopted these approaches successfully and learning from them. Indian states can device their own approaches taking local contexts and realities into account.

scholarly journals Sixty years of the National Food Program in Brazil

2016 ◽  
Vol 29 (2) ◽  
pp. 253-267 ◽  
Author(s):  
Rosana Maria NOGUEIRA ◽  
Bruna BARONE ◽  
Thiara Teixeira de BARROS ◽  
Kátia Regina Leoni Silva Lima de Queiroz GUIMARÃES ◽  
Nilo Sérgio Sabbião RODRIGUES ◽  
...  
Keyword(s):  
Public Policy ◽  
Public Schools ◽  
Social Protection ◽  
Formal Structure ◽  
Political Agenda ◽  
Material Structure ◽  
School Food ◽  
Public And Private ◽  
Social Transformations ◽  
Social Actors

School meals were introduced in the Brazilian political agenda by a group of scholars known as nutrition scientists' in the 1940s. In 1955, the Campanha de Merenda Escolar, the first official school food program, was stablished, and sixty years after its inception, school food in Brazil stands as a decentralised public policy, providing services to students enrolled in public schools, which involve the Brazilian federal government, twentyseven federative units, and their 5,570 municipalities. Throughout its history, school food has gone through many stages that reflect the social transformations in Brazil: from a campaign to implement school food focused on the problem of malnutrition and the ways to solve it, to the creation of a universal public policy relying on social participation and interface between other modern, democratic, and sustainable policies, establishing a strategy for promoting food and nutrition security, development, and social protection. In this article, the School Food Program is analyzed from the perspective of four basic structures that support it as public policy: the formal structure, consisting of legal milestones that regulated the program; substantive structure, referring to the public and private social actors involved; material structure, regarding the way in which Brazil sponsors the program; and finally, the symbolic structure, consisting of knowledge, values, interests, and rules that legitimatize the policy.

scholarly journals Children’s Perspective of Game: A Comparison of the Public and Private Schools

2017 ◽  
Vol 5 (9) ◽  
pp. 158
Author(s):  
Nevin Gündüz ◽  
Tuğçe Taşpinar ◽  
Nurdan Demiş
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Qualitative Data ◽  
Structured Interview ◽  
Good Time ◽  
Public And Private ◽  
The Public ◽  
Analysis Technique ◽  
Private And Public ◽  
Competitive Games

The purpose of this research is to determine what the game means from the perspectives of children studying at public and private schools. Four questionnaires were applied to all the third grade parents of four schools; two public and two private schools in Ankara, and questionnaires were completed and sent back by 212 parents. A total of 32 volunteer students from four schools, 4 girls and 4 boys, who were determined according to the results of parents surveys consist of our student research group. Qualitative data were obtained by semi-structured interview technique. Content analysis technique was used for qualitative data and six main themes were created.As a result, children at private and public schools have described as ‘’the meaning of the play’’ theme, as ‘’having fun, being happy, having a good time with friends, ’learning new rules, being healthy and doing sports’’. In the research, they also stated that they play game types such as ’’rope, hide, hide and seek’’ which do not require materials in public schools while they indicated they play games such as ‘’ball, dart, taboo and technological games’’ in private schools. Children indicated that they play at school competitive games prepared by teachers in physical activities lessons. It is concluded that, there is not too much change in the meaning of the game in terms of children who study at private and public schools. Children’s type of game and materials especially change for both girls and boys and schools. Although there are purpose of "enjoy" for both of the two groups, but materials and games that used and played are different.

scholarly journals Implementing Fully Privately Run Public Schools: Top View

2018 ◽  
Vol 7 (4.15) ◽  
pp. 252
Author(s):  
Sheikh Muhamad Hizam Sheikh Khairuddin ◽  
Kamaruzzaman Ismail ◽  
Zalina Zainudin
Keyword(s):  
Public Schools ◽  
Group Discussion ◽  
Public And Private ◽  
School Efficiency ◽  
The Public ◽  
Potential Benefits ◽  
Regulatory Bodies ◽  
New Type ◽  
Top View ◽  
Type Of School

The aim of this paper is to identify the perceptions of teachers and regulators in implementing fully privately run public schools (FPRPS) in Malaysia. Under the Malaysian Educational Blueprint (MEB) 2013 - 2025, it is clearly stated that the programs and activities that would encourage and allow parents, the public and private sectors, NGOs, and society to forge a partnership with the school will benefit especially concerning values education. These school community partnerships can be related to the ninth shift in the Blueprint which is “partnering with parents, community and private sector at scale,” although, the emphasis of this shift is more on students’ academic progress. This study was conducted for three months’ periods, involving 87 teachers and principals (in 13 schools) in the districts of Petaling Utama, Wilayah Bangsar-Pudu and Hulu Langat and 23 regulators in 10 Regulatory Bodies. The method used was in the form of focus group discussion (FGD). The data was processed by using Atlas ti. From the interviews conducted on FPRPS, all of the respondents (i.e. teachers, principals and regulators) indicated that they are ready and willing to accept the FPRPS implementation. This is because FPRS offers huge potential benefits to them. These include improvement in students’ skill, teacher training, academic performance, employability, financial support, infrastructures, facilities, security, maintenance, workload, and school efficiency. The study contributes to the development of a new type of school in Malaysia. 

Social Innovation in Public Schools

2019 ◽  
pp. 1-14 ◽  
Author(s):  
Isabela Silva ◽  
Karmel Nardi Silva ◽  
Karen Schmidt Lotthammer ◽  
Simone Bilessimo ◽  
Juarez Bento Silva
Keyword(s):  
Public Schools ◽  
School System ◽  
Basic Education ◽  
Social Innovation ◽  
Low Cost ◽  
Digital Inclusion ◽  
Public Network ◽  
The Public ◽  
Remote Experimentation ◽  
Positive Results

The project “Promoting Digital Inclusion in Public Schools Through Integration of Innovative Low-Cost Technologies in the Teaching of STEM Subjects” has been carried out by the Remote Experimentation Laboratory (RExLab), Federal University of Santa Catarina, since 2008. This project has trained 363 teachers from 6 schools, since it is an initiative of technology integration in the basic education of the Brazilian public-school system. The present study focuses on the benefits of the project in relation to the teachers involved in its scope. The positive results acquired by the project over the years demonstrate that the integration of technologies in education by teachers in the public network is a practice to be encouraged.

Gambling control regimes

2018 ◽  
pp. 139-158
Author(s):  
Pekka Sulkunen ◽  
Thomas F. Babor ◽  
Jenny Cisneros Örnberg ◽  
Michael Egerer ◽  
Matilda Hellman ◽  
...  
Keyword(s):  
Public Policy ◽  
Consumer Protection ◽  
Public Interest ◽  
Government Regulation ◽  
Public And Private ◽  
Control Structures ◽  
The Public ◽  
Gambling Regulation ◽  
Pros And Cons ◽  
Private Actors

This chapter explores gambling regulation regimes, looking at the different control structures used, and their effectiveness in serving the public interest. Gambling has always been regulated by public policy, and in whichever way the industry is developing, government regulation is always involved. Regimes of gambling regulation involve both public and private actors and institutions. Public monopolies may be stronger in the area of consumer protection than restrictive licensing, associations-based operations or competitive markets. In considering the choice of regulation regime, policymakers would be well advised not to weigh the pros and cons or the costs and benefits of legal gambling in itself but to consider whether it is the best way to achieve the public interest goals compared to the alternatives.

Public-Private Symbiosis in Nashville Special Education

2002 ◽  
Vol 42 (3) ◽  
pp. 368-394 ◽  
Author(s):  
Sherman Dorn
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
Public Schools ◽  
Religious Education ◽  
Private School ◽  
Local Politics ◽  
Public Schooling ◽  
Public Funds ◽  
Public And Private ◽  
The Public

The conventional historiography describing a strict public-private divide in United States schooling is misleading. The standard story claims that public schooling was a fuzzy concept 200 years ago; the division between public and private education for children thus developed largely over the nineteenth century. In the early nineteenth century, public funds went to many private schools and even large private systems, such as the New York Public School Society. In some instances, public funds went to parochial education, either explicitly or as part of an arrangement to allow for diverse religious instruction using public funds. However, the nineteenth century witnessed growing division between public and private, largely excluding religious education (or at least non-Protestant religious education). By the end of the nineteenth century, the standard educational historiography suggests, public schools meant public in several senses: funded from the public coffers, open to the public in general, and controlled by a public, democratically controlled process. Tacit in that definition was a relatively rigid dividing line between public and private school organizations. Historians know that this implicit definition of “public” omits key facts. First, the governance of public schools became less tied to electoral politics during the Progressive Era. Public schooling in nineteenth-century cities generally meant large school boards, intimately connected with urban political machines. By the 1920s, many city school systems had smaller boards in a more corporate-like structure. The consolidation of small rural school districts in the first half of the twentieth century completed this removal of school governance from more local politics. A second problem with the definition above is unequal access to quality education (however defined). Historically, the acceptance of all students was true only in a limited sense, either in access to schools at all (with the exclusion of many children with disabilities) or, more generally, to the resources and curriculum involved in the best public schooling of the early twentieth century (as with racial segregation).

scholarly journals UNDERSTANDING THE EVALUATION OF PUBLIC POLICY. EVALUATION OF THE ROMANIAN NATIONAL ANTI-DRUG STRATEGY

2019 ◽  
Vol 11 (3) ◽  
pp. 81-89
Author(s):  
Madalina HIDEG
Keyword(s):  
Public Policy ◽  
International Organizations ◽  
Policy Evaluation ◽  
Policy Effectiveness ◽  
Public And Private ◽  
The Public ◽  
Conceptual Frame ◽  
Standard Procedures ◽  
Effectiveness And Efficiency ◽  
National Governments

International organizations (public and private) seek to find standard procedures to evaluate public policy or programs in order to have a common measure for public policy effectiveness and efficiency. The national governments, with the aid of the subordinated entities, are quite much interested in developing frames for the design of the evaluation of public policy in general and of public policy in specific fields, in particular. After having reviewed some models of evaluation, we will analyze the case of Romania and we will see that this country doesn’t have a working conceptual frame for the evaluation of the public policy in the anti-drug area.

scholarly journals A Fifty-Year Experience of Groundwater Governance: The Case Study of Gakunan Council for Coordinated Groundwater Pumping, Fuji City, Shizuoka Prefecture, Japan

Water ◽  
2019 ◽  
Vol 11 (12) ◽  
pp. 2479 ◽  
Author(s):  
Takahiro Endo
Keyword(s):  
Low Cost ◽  
Exceptional Case ◽  
Groundwater Pumping ◽  
Public And Private ◽  
The Public ◽  
Groundwater Governance ◽  
Shizuoka Prefecture ◽  
Fresh Perspective ◽  
Alternative Water

Groundwater protection, which is effected by multiple actors at multiple levels using multiple instruments, is commonly termed “groundwater governance”. Although the concept has attracted increasing attention since the 1990s, several of its associated measures remain to be fully implemented. Most are still inchoate strategies and improvement is expected to be a gradual, long-term process. The Gakunan Council for Coordinated Groundwater Pumping (CCGP), which was established, in 1967, in Fuji City in Japan’s Shizuoka Prefecture, is an exceptional case. The Gakunan CCCP was created to deal with a common-pool resource problem where massive groundwater pumping caused seawater intrusion in the city’s coastal area due to the low cost of extraction and incomplete groundwater ownership. The Gakunan CCCP succeeded in recovering elevation of groundwater tables by connecting efforts between the public and private sectors, including information sharing, legal authority to regulate groundwater, investment in alternative water supplies, internal subsidies between groundwater users, and charge for water disposal. Previous studies have iterated that the fostering of participation from various stakeholders and dividing labor between them appropriately are key elements of successful groundwater governance. This paper investigates these factors, explores the importance of the metagovernor as coordinator, and offers a fresh perspective on the significance of groundwater governance.

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