Abstract

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

Geographic coverage

National

Analysis unit

Schools, teachers, students, public officials

Kind of data

Sample survey data [ssd]

Sampling procedure

The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level. We also wish to detect differences by urban/rural location.

For our school survey, we will employ a two-stage random sample design, where in the first stage a sample of typically around 200 schools, based on local conditions, is drawn, chosen in advance by the Bank staff. In the second stage, a sample of teachers and students will be drawn to answer questions from our survey modules, chosen in the field. A total of 10 teachers will be sampled for absenteeism. Five teachers will be interviewed and given a content knowledge exam. Three 1st grade students will be assessed at random, and a classroom of 4th grade students will be assessed at random. Stratification will be based on the school’s urban/rural classification and based on region. When stratifying by region, we will work with our partners within the country to make sure we include all relevant geographical divisions.

For our Survey of Public Officials, we will sample a total of 200 public officials. Roughly 60 officials are typically surveyed at the federal level, while 140 officials will be surveyed at the regional/district level. For selection of officials at the regional and district level, we will employ a cluster sampling strategy, where roughly 10 regional offices (or whatever the secondary administrative unit is called) are chosen at random from among the regions in which schools were sampled. Then among these 10 regions, we also typically select around 10 districts (tertiary administrative level units) from among the districts in which schools werer sampled. The result of this sampling approach is that for 10 clusters we will have links from the school to the district office to the regional office to the central office. Within the regions/districts, five or six officials will be sampled, including the head of organization, HR director, two division directors from finance and planning, and one or two randomly selected professional employees among the finance, planning, and one other service related department chosen at random. At the federal level, we will interview the HR director, finance director, planning director, and three randomly selected service focused departments. In addition to the directors of each of these departments, a sample of 9 professional employees will be chosen in each department at random on the day of the interview.

Sampling deviation

For our school survey, we select only schools that are supervised by the Minsitry or Education or are Private schools. No schools supervised by the Ministry of Defense, Ministry of Endowments, Ministry of Higher Education , or Ministry of Social Development are included. This left us with a sampling frame containing 3,330 schools, with 1297 private schools and 2003 schools managed by the Minsitry of Education. The schools must also have at least 3 grade 1 students, 3 grade 4 students, and 3 teachers. We oversampled Southern schools to reach a total of 50 Southern schools for regional comparisons. Additionally, we oversampled Evening schools, for a total of 40 evening schools.

A total of 250 schools were surveyed.

Mode of data collection

Computer Assisted Personal Interview [capi]

Research instrument

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

More information pertaining to each of the three instruments can be found below:

• School Survey: The School Survey collects data primarily on practices (the quality of service delivery in schools), but also on some de facto policy indicators. It consists of streamlined versions of existing instruments—including Service Delivery Surveys on teachers and inputs/infrastructure, Teach on pedagogical practice, Global Early Child Development Database (GECDD) on school readiness of young children, and the Development World Management Survey (DWMS) on management quality—together with new questions to fill gaps in those instruments. Though the number of modules is similar to the full version of the Service Delivery Indicators (SDI) Survey, the number of items and the complexity of the questions within each module is significantly lower. The School Survey includes 8 short modules: School Information, Teacher Presence, Teacher Survey, Classroom Observation, Teacher Assessment, Early Learner Direct Assessment, School Management Survey, and 4th-grade Student Assessment. For a team of two enumerators, it takes on average about 4 hours to collect all information in a given school. For more information, refer to the Frequently Asked Questions.

• Policy Survey: The Policy Survey collects information to feed into the policy de jure indicators. This survey is filled out by key informants in each country, drawing on their knowledge to identify key elements of the policy framework (as in the SABER approach to policy-data collection that the Bank has used over the past 7 years). The survey includes questions on policies related to teachers, school management, inputs and infrastructure, and learners. In total, there are 52 questions in the survey as of June 2020. The key informant is expected to spend 2-3 days gathering and analyzing the relavant information to answer the survey questions.

• Survey of Public Officials: The Survey of Public Officials collects information about the capacity and orientation of the bureaucracy, as well as political factors affecting education outcomes. This survey is a streamlined and education-focused version of the civil-servant surveys that the Bureaucracy Lab (a joint initiative of the Governance Global Practice and the Development Impact Evaluation unit of the World Bank) has implemented in several countries. The survey includes questions about technical and leadership skills, work environment, stakeholder engagement, impartial decision-making, and attitudes and behaviors. The survey takes 30-45 minutes per public official and is used to interview Ministry of Education officials working at the central, regional, and district levels in each country.

Sampling error estimates

The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level.

【リソース】Foreward / / AN INTRODUCTION POSTWAR EDUCATIONAL REFORM IN RETROSPECT / 1 The End of the War and Toward the Restoration of Education / 2 An Ideal of the Constitution and the Fundamental Law of Education / 1 Improvement of the Educational System after Peace and Independence / 2 Japan's Economic Growth and Education / 3 A Quarter of a Century since Postwar Educational Reform / 1 Qualitative Improvement and Enhancement of Education / 2 Improvement of Curriculum / 3 Kindergarten Education and Promotion of Special Education / 4 Enhancement of the Qualifications and Abilities of Teachers / 1 National Council on Educational Reform and the Process of its Reform / 2 Inauguration of National Commission on Educational Reform / Section 1: Present State of Education in Japan / Section 2: Perspective of Educational Reform / 1 Fostering Japanese People with a Rich Sense of Humanity / 2 Develop the Talent of Individuals and Foster Creative Individuals / 3 Create New Schools for the New Age / Section 3: Promotion of the Education Reform Plan for the 21st Century / Section 4: Formulation of the Basic Promotion Plan for Education and Consideration of the New Fundamental Law of Education / 1 Life of Children / 2 Current State of Problem Behavior by Students / 3 Recent Juvenile Delinquency and Crimes Victimizing Young People / 1 Basic Approach to Policy Measures / 2 Outlines of Policy Measures and Problems Involved / 3 Future Issues and Challenges / Section 1: Present State of Learning and Academic Ability for the Future / 1 Research on Curriculum / 2 International Research on Mathematics and Science Education / 3 PISA by OECD / 4 Survey on Attitudes to School Education / 1 Fundamental Ideas of New Courses of Study / 2 Outline of the New Courses of Study / 3 Realizing the Aim of the New Courses of Study / 3_1 Basic Idea / 3_2 Outline of Measures and Issues / 4-1 Basic Idea / 4_2 Outline of Measures and Issues / Chapter4 SCHOOL-BUILDING FOR THE NEW TIMES / 1 Independent and Active Local Educational Administration / 2 Establishment of School Autonomy and Self-discipline / 2_1 Basic Idea / 2 Outline of Measures / 3 For Further Improvements of the Quality of Teachers / Chapter5 BUILDING A DISTINGUISHED UNIVERSITY IN THE TIMES OF INTELLECT / (1) More Flexible Structure of Educational and Research System / (2) Turning National Universities into Newly Independent Administrative Institutions / (1) Self-monitoring and Self-evaluation / (2) Reorganization of National Institution for Academic Degrees for University Evaluation / (3) Establishment of a Multiple Evaluation System / 3 More Job Mobility among Teachers, etc. / 1_1 Basic Concepts / 2 New Developments / 2_1 Basic Concepts / 2 Situation Concerning the Promotion of Principal Measures / Chapter7 NEW INITIATIVE FOR EDUCATIONAL REFORM TAKEN BY LOCAL COMMUNITIES / Section 1: Programs by the National Government / 1 Programs Initiated by Local Governments / 2 Initiatives for Educational Reform from Citizens / 1 Educational Reform Developments in Foreign Countries / 2 Background to Educational Reform / 3 Objectives of Educational Reform / 1 Lifelong Learning / 2 Elementary and Secondary Education / 3 Higher Education / 4 Informatization of Education / 文部科学白書は、文部科学省の所管行政全体に関する情報を広く国民へ提供するために、旧文部省と旧科学技術庁が統合した平成１３年から刊行されているもの。【キーワード】スポーツ / 教育 / 文化 / 白書_年次報告

Abstract

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

Geographic coverage

National

Analysis unit

Schools, teachers, students, public officials

Kind of data

Sample survey data [ssd]

Sampling procedure

The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level. We also wish to detect differences by urban/rural location. For our school survey, we will employ a two-stage random sample design, where in the first stage a sample of typically around 200 schools, based on local conditions, is drawn, chosen in advance by the Bank staff. In the second stage, a sample of teachers and students will be drawn to answer questions from our survey modules, chosen in the field. A total of 10 teachers will be sampled for absenteeism. Five teachers will be interviewed and given a content knowledge exam. Three 1st grade students will be assessed at random, and a classroom of 4th grade students will be assessed at random. Stratification will be based on the school’s urban/rural classification and based on region. When stratifying by region, we will work with our partners within the country to make sure we include all relevant geographical divisions. For our Survey of Public Officials, we will sample a total of 200 public officials. Roughly 60 officials are typically surveyed at the federal level, while 140 officials will be surveyed at the regional/district level. For selection of officials at the regional and district level, we will employ a cluster sampling strategy, where roughly 10 regional offices (or whatever the secondary administrative unit is called) are chosen at random from among the regions in which schools were sampled. Then among these 10 regions, we also typically select around 10 districts (tertiary administrative level units) from among the districts in which schools werer sampled. The result of this sampling approach is that for 10 clusters we will have links from the school to the district office to the regional office to the central office. Within the regions/districts, five or six officials will be sampled, including the head of organization, HR director, two division directors from finance and planning, and one or two randomly selected professional employees among the finance, planning, and one other service related department chosen at random. At the federal level, we will interview the HR director, finance director, planning director, and three randomly selected service focused departments. In addition to the directors of each of these departments, a sample of 9 professional employees will be chosen in each department at random on the day of the interview.

Sampling deviation

The sample for the Global Education Policy Dashboard in SLE was based in part on a previous sample of 260 schools which were part of an early EGRA study. Details from the sampling for that study are quoted below. An additional booster sample of 40 schools was chosen to be representative of smaller schools of less than 30 learners.

EGRA Details:

"The sampling frame began with the 2019 Annual School Census (ASC) list of primary schools as provided by UNICEF/MBSSE where the sample of 260 schools for this study were obtained from an initial list of 7,154 primary schools. Only schools that meet a pre-defined selection criteria were eligible for sampling.

To achieve the recommended sample size of 10 learners per grade, schools that had an enrolment of at least 30 learners in Grade 2 in 2019 were considered. To achieve a high level of confidence in the findings and generate enough data for analysis, the selection criteria only considered schools that: • had an enrolment of at least 30 learners in grade 1; and • had an active grade 4 in 2019 (enrolment not zero)

The sample was taken from a population of 4,597 primary schools that met the eligibility criteria above, representing 64.3% of all the 7,154 primary schools in Sierra Leone (as per the 2019 school census). Schools with higher numbers of learners were purposefully selected to ensure the sample size could be met in each site.

As a result, a sample of 260 schools were drawn using proportional to size allocation with simple random sampling without replacement in each stratum. In the population, there were 16 districts and five school ownership categories (community, government, mission/religious, private and others). A total of 63 strata were made by forming combinations of the 16 districts and school ownership categories. In each stratum, a sample size was computed proportional to the total population and samples were drawn randomly without replacement. Drawing from other EGRA/EGMA studies conducted by Montrose in the past, a backup sample of up to 78 schools (30% of the sample population) with which enumerator teams can replace sample schools was also be drawn.

In the distribution of sampled schools by ownership, majority of the sampled schools are owned by mission/religious group (62.7%, n=163) followed by the government owned schools at 18.5% (n=48). Additionally, in school distribution by district, majority of the sampled schools (54%) were found in Bo, Kambia, Kenema, Kono, Port Loko and Kailahun districts. Refer to annex 9. for details on the population and sample distribution by district."

Because of the restriction that at least 30 learners were available in Grade 2, we chose to add an additional 40 schools to the sample from among smaller schools, with between 3 and 30 grade 2 students. The objective of this supplement was to make the sample more nationally representative, as the restriction reduced the sampling frame for the EGRA/EGMA sample by over 1,500 schools from 7,154 to 4,597.

The 40 schools were chosen in a manner consistent with the original set of EGRA/EGMA schools. The 16 districts formed the strata. In each stratum, the number of schools selected were proportional to the total population of the stratum, and within stratum schools were chosen with probability proportional to size.

Mode of data collection

Computer Assisted Personal Interview [capi]

Research instrument

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

More information pertaining to each of the three instruments can be found below: - School Survey: The School Survey collects data primarily on practices (the quality of service delivery in schools), but also on some de facto policy indicators. It consists of streamlined versions of existing instruments—including Service Delivery Surveys on teachers and inputs/infrastructure, Teach on pedagogical practice, Global Early Child Development Database (GECDD) on school readiness of young children, and the Development World Management Survey (DWMS) on management quality—together with new questions to fill gaps in those instruments. Though the number of modules is similar to the full version of the Service Delivery Indicators (SDI) Survey, the number of items and the complexity of the questions within each module is significantly lower. The School Survey includes 8 short modules: School Information, Teacher Presence, Teacher Survey, Classroom Observation, Teacher Assessment, Early Learner Direct Assessment, School Management Survey, and 4th-grade Student Assessment. For a team of two enumerators, it takes on average about 4 hours to collect all information in a given school. For more information, refer to the Frequently Asked Questions.

• Policy Survey: The Policy Survey collects information to feed into the policy de jure indicators. This survey is filled out by key informants in each country, drawing on their knowledge to identify key elements of the policy framework (as in the SABER approach to policy-data collection that the Bank has used over the past 7 years). The survey includes questions on policies related to teachers, school management, inputs and infrastructure, and learners. In total, there are 52 questions in the survey as of June 2020. The key informant is expected to spend 2-3 days gathering and analyzing the relavant information to answer the survey

【リソース】Foreward / / 1. Expansion of Access to Education / 2. Qualitative Improvement of Education / 3. Movement of Educational Reform / 1. Social Changes and Situation of Children's Lives / 2. Issues of School Education / Chapter 2 Towards Advancement of "Academic Ability" / Section 1 The Kind of "Academic Ability" We Should Strive for Now / 1. ResultsofPreviousStudies / 2. Results of Research on the Curriculum / 3. Roundup and Evaluation of Various Research Results / 1. The new Courses of Study which aims to develop "Academic Ability" / 2. Change to Evaluation Based on How Far the Objectives Have Been Achieved / 1. Efforts by the Ministry of Education, Culture, Sports, Science and Technology / 2. Efforts in Each Schools / Section 5 Toward better curriculum standards / (1) Improvement of experimental schools system / (2) Basic research at the Curriculum Research Center of the National Institute for Educational Policy Research / (3) Permanent organization for curriculum development / Chapter 3 For the Cultivation of "Richness in Mind" / 1. Social Background / 2. To Cultivate "Rich Humanity" / 1. State of Minds and Lives of Children / 2. Growing concerns over the present state of violence, bullying, non-attendance at school, etc. / 1. Fundamental Concept of Measures / 2. Description of the Measures / 1. Improving Qualities and Abilities of Teachers through Integration of Three Factors: Teacher-Training System at University, Recruitment, and In-service Training / 2. Performance Assessments of Teachers and Treatment Which Reflects Their Efforts / 3. Strict Responses to Teachers with Problems in Teaching / 4. Utilization of Excellent Human Resources through Promotion of Participation of Working People / 1. The Establishment of Open Schools - To Achieve Accountability - / 2. Changing Board of Education - Development of the Community-based Education Administration - / 3. Reform of the Compulsory Education System Funded by Tax Revenues and Other Related Systems / 4. Diversifying School Education and Schools in the New Era / 1. Making School Facilities Safer / 2. Crisis Management and Safety Measures of Schools / COLUMN 1 / < Survey on efforts to promote Moral Education > / COLUMN 2 / COLUMN 3 / COLUMN 4 / COLUMN 5 / COLUMN 6 / COLUMN 7 / COLUMN 8 / COLUMN 9 / A Case Introduction_1 / A Case Introduction_2 / 文部科学白書は、文部科学省の所管行政全体に関する情報を広く国民へ提供するために、旧文部省と旧科学技術庁が統合した平成１３年から刊行されているもの。【キーワード】white_paper and annual_report / スポーツ / 教育 / 文化 / 白書_年次報告

Further studies...................................

Over the past three decades a reform movement bent on improving schools and educational outcomes through standards-based accountability systems and market-like competitive pressures has dominated policy debates. Many have examined reform policies’ effects on academic outcomes, but few have explored these policies’ influence on citizens' political orientations. In this study, using data from an original survey, I examine whether and how No Child Left Behind’s (NCLB) accountability-based architecture influences parents’ attitudes toward government and federal involvement in education. I find little evidence that diversity in parents’ lived policy experiences shapes their political orientations. However, the results of a survey experiment suggest that information linking school experience to policy and government action may increase parents’ confidence in their ability to contribute to the political process. Understanding whether and under what conditions parents use public school experiences to inform orientations toward government can inform the design of future reforms.

Abstract

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

Geographic coverage

National

Analysis unit

Schools, teachers, students, public officials

Kind of data

Sample survey data [ssd]

Sampling procedure

The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level. We also wish to detect differences by urban/rural location.

For our school survey, we will employ a two-stage random sample design, where in the first stage a sample of typically around 200 schools, based on local conditions, is drawn, chosen in advance by the Bank staff. In the second stage, a sample of teachers and students will be drawn to answer questions from our survey modules, chosen in the field. A total of 10 teachers will be sampled for absenteeism. Five teachers will be interviewed and given a content knowledge exam. Three 1st grade students will be assessed at random, and a classroom of 4th grade students will be assessed at random. Stratification will be based on the school’s urban/rural classification and based on region. When stratifying by region, we will work with our partners within the country to make sure we include all relevant geographical divisions.

For our Survey of Public Officials, we will sample a total of 200 public officials. Roughly 60 officials are typically surveyed at the federal level, while 140 officials will be surveyed at the regional/district level. For selection of officials at the regional and district level, we will employ a cluster sampling strategy, where roughly 10 regional offices (or whatever the secondary administrative unit is called) are chosen at random from among the regions in which schools were sampled. Then among these 10 regions, we also typically select around 10 districts (tertiary administrative level units) from among the districts in which schools werer sampled. The result of this sampling approach is that for 10 clusters we will have links from the school to the district office to the regional office to the central office. Within the regions/districts, five or six officials will be sampled, including the head of organization, HR director, two division directors from finance and planning, and one or two randomly selected professional employees among the finance, planning, and one other service related department chosen at random. At the federal level, we will interview the HR director, finance director, planning director, and three randomly selected service focused departments. In addition to the directors of each of these departments, a sample of 9 professional employees will be chosen in each department at random on the day of the interview.

Sampling deviation

Overall, we draw a sample of 300 public schools from each of the regions of Ethiopia. As a comparison to the total number of schools in Ethiopia, this consistutes an approximately 1% sample. Because of the large size of the country, and because there can be very large distances between Woredas within the same region, we chose a cluster sampling approach. In this approach, 100 Woredas were chosen with probability proportional to 4th grade size. Then within each Woreda two rural and one urban school were chosen with probability proportional to 4th grade size.

Because of conflict in the Tigray region, an initial set of 12 schools that were selected had to be trimmed to 6 schools in Tigray. These six schools were then distributed to other regions in Ethiopia.

Mode of data collection

Computer Assisted Personal Interview [capi]

Research instrument

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

More information pertaining to each of the three instruments can be found below:

• School Survey: The School Survey collects data primarily on practices (the quality of service delivery in schools), but also on some de facto policy indicators. It consists of streamlined versions of existing instruments—including Service Delivery Surveys on teachers and inputs/infrastructure, Teach on pedagogical practice, Global Early Child Development Database (GECDD) on school readiness of young children, and the Development World Management Survey (DWMS) on management quality—together with new questions to fill gaps in those instruments. Though the number of modules is similar to the full version of the Service Delivery Indicators (SDI) Survey, the number of items and the complexity of the questions within each module is significantly lower. The School Survey includes 8 short modules: School Information, Teacher Presence, Teacher Survey, Classroom Observation, Teacher Assessment, Early Learner Direct Assessment, School Management Survey, and 4th-grade Student Assessment. For a team of two enumerators, it takes on average about 4 hours to collect all information in a given school. For more information, refer to the Frequently Asked Questions.

• Policy Survey: The Policy Survey collects information to feed into the policy de jure indicators. This survey is filled out by key informants in each country, drawing on their knowledge to identify key elements of the policy framework (as in the SABER approach to policy-data collection that the Bank has used over the past 7 years). The survey includes questions on policies related to teachers, school management, inputs and infrastructure, and learners. In total, there are 52 questions in the survey as of June 2020. The key informant is expected to spend 2-3 days gathering and analyzing the relavant information to answer the survey questions.

• Survey of Public Officials: The Survey of Public Officials collects information about the capacity and orientation of the bureaucracy, as well as political factors affecting education outcomes. This survey is a streamlined and education-focused version of the civil-servant surveys that the Bureaucracy Lab (a joint initiative of the Governance Global Practice and the Development Impact Evaluation unit of the World Bank) has implemented in several countries. The survey includes questions about technical and leadership skills, work environment, stakeholder engagement, impartial decision-making, and attitudes and behaviors. The survey takes 30-45 minutes per public official and is used to interview Ministry of Education officials working at the central, regional, and district levels in each country.

Sampling error estimates

The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level.

This policy outlines the requirements for registration as an Education Authority. The policy applies only to the formal stream of education particularly the care facilities, pre-schools, primary and secondary schools: government-funded, government-assisted and private schools.

Interest group scholars have struggled to document whether and how interest groups impact policy outcomes. At the same time, large, powerful vested interests like teachers’ unions have been accused of getting in the way of policy change, despite a lack of consistent evidence. This dissertation uses the case of education reform to disentangle the role of different types of interest groups in U.S. state policymaking. Through four essays, this dissertation shows that interest group power comes in multiple forms, that interest groups benefit where they have legislative allies, and that interest competition impacts policy. Bucking the conventional wisdom that, as the strongest interest group in education, teachers’ unions’ preferences dictate education policy outcomes, I show that teachers’ unions most strongly impact those policies that affect them organizationally. For other policies, however, other groups matter more. I show that education reform groups use information and assistance, while philanthropic foundations use funding to state bureaucracies to further policies that teachers’ unions oppose.

This dataset tracks annual total classroom teachers amount from 2009 to 2023 for Therrell School of Law- Government and Public Policy - C

ABSTRACT: We present the data of a state of knowledge review study over research on the implementation of educational policies and programs published in Brazilian Public Policy journals. Two questions conducted the particular goals of this analysis: whether educational policies and programs have been represented as research objects in studies of implementation in the field of Public Policies and what the main approaches are used by researchers in the area during these investigations. This is a documentary and bibliographic work, comprising a survey of articles published in national journals qualified in the A1 class of Qualis Periodicals (Capes) in the areas of Political Science, Sociology, and Public Administration. The main results indicate that, although still poorly studied, when compared to policies in the area of health and social assistance, the implementation of educational policies and programs has grown among the objects of research in the field of Public Policies. Results also indicate two inclinations among these studies: those that are produced while tied to theoretical and conceptual references in the field of Public Policy and others that do not present interaction with this field, from the theoretical-conceptual point of view.

This dataset tracks annual free lunch eligibility from 2009 to 2023 for Therrell School of Law- Government and Public Policy - C vs. Georgia and Atlanta Public Schools School District

This dataset tracks annual total students amount from 2009 to 2023 for Therrell School of Law- Government and Public Policy - C

Abstract At the beginning of the 20th century, most of Boyacá’s population was in the rural areas becoming this department in a pioneer for building schools and improving the teacher’s work conditions; as part of this, new Normal schools were opened, which allowed to train new teachers between 1930 and 1938. Taking it into account, 4 key central concepts were formulated to develop this research project: National educational policies implemented in the Colombian Normal Schools, the implementation of these educational reforms in the department of Boyacá, the teacher’s training, curriculum implemented in these institutions and the schooling processes developed during the study period. The following question was considered: How did the educational policies of liberalism influence on the creation and organization of Normal schools in Boyacá? It is supported by the social history method of education; for the data collection and analysis of sources such as: memoirs of education ministers of that time, secretaries of education and newspapers, the hermeneutical approach methodology was used.

This paper reviews the literature and proposes a latest fastest and cheaper ways of imparting universal quality education at primary school level in developing countries. Literature review shows that blending of e-tools in present way of learning is helpful in improving the standard of education at national and international level. At present time, different ways of learning are available in the world, like: virtual universities, distant education, privately appearing in examinations, online papers etc. According to MDGs report, Goal 2 is: Achieve Universal Primary Education: Ensure that all the boys and girls complete primary school by 2015. It is found that the education and training systems of all the nations make vulnerable the future of millions of the children and of the nation itself. In developing countries villages where schools are available, enrolments are there, in spite of that there is no productivity because there something is lacking in teachers and society. Efforts made by government and donors agencies are encouraging but not enough; it is also found that with available resources by proper innovation and blending with information technology productivity can be improved, so for this a model is proposed , which will be helpful to meet the MDG-2.

Educational Technology in Public School Districts, 2008 (FRSS 93), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 93 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates on the availability and use of educational technology in public school districts during Fall 2008. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. The study was conducted by having school superintendents fill out surveys via the web or by mail. Public school districts were sampled. The study's weighted response rate was 90 percent. Key statistics produced from FRSS 93 were information on networks and internet capacity, technology policies, district-provided resources, teacher professional development, and district-level leadership for technology. Respondents reported the number of schools in the district with a local area network and the number of schools with each type of district network connection. The survey collected information on written district policies on acceptable student use of various technologies. Other survey topics included employment of staff responsible for educational technology leadership and the type of teacher professional development offered or required by districts for educational technology. Respondents gave their opinions on statements related to the use of educational technology in the instructional programs in their districts.

Beginning with the school year 2006-07, the Child Nutrition and WIC Reauthorization Act of 2004 required school districts participating in the National School Lunch Program or other child nutrition programs to adopt and implement a wellness policy. The Healthy, Hunger-Free Kids Act of 2010 continued and strengthened this requirement. This study was intended to provide detailed insight into the contents of the congressionally-mandated district wellness policies for school years 2006-07 (first year of the mandate) through 2013-14 (last year of funding-supported data collection). The data file contains coded information about the required wellness policy components, along with other components that are known to contribute to student health and wellness: nutrition education; standards for USDA child nutrition programs and school meals; nutrition standards for competitive and other foods and beverages; physical education; physical activity; staff wellness and modelling; stakeholder involvement; messaging, marketing and promotion; evaluation; and reporting. There is a separate record in the data file for each district, grade level (elementary, middle and high school) and school year combination.

ABSTRACT: Public policies are based on diagnoses of reality that, with some frequency, use social indicators and administrative records. The success of public action and of diagnostic tools depends, among other things, on an adequate definition of the phenomenon to be addressed. This article aims to problematize the current and official definition of dropout in higher education used by INEP/MEC, based on its guiding document "Methodology for Calculating Flow Indicators in Higher Education" of 2017, and point out its limits and implications. To achieve success, a documentary research was mobilized, bifurcated in methods of document analysis for government texts and data analysis for the Census of Higher Education. For the presentation of the reflections, it was opted, initially, to point out the importance dropout has in several public policies for higher education. Later on, there is the actual analysis of the subject of this article. The results achieved signal the presence of limits in the ability to express the phenomenon and, consequently, to instrumentalize public policies appropriate to the public problem, especially because the current definition does not deal with the motivations, ignores the re-entries by considering the dropout as an act always terminative, does not commit to a longitudinal analysis and does not adequately dialogue with the purposes of higher education established by the Law of Directives and Bases.

This article provides an assessment of the legal framework built during the social isolation phase of the COVID-19 pandemic, by the Federal Government and the State Government of Roraima, regarding the provision of Emergency Remote Teaching (ERE). This is a research with a qualitative approach, developed through document analysis and bibliographical research, with the selection and categorization of all educational regulations issued by the Union and the state of Roraima in the years 2020 and 2021, as well as articles that deal with of the theme of ERE in the Scielo database and in the Capes Catalog of Theses and Dissertations. The normative instruments that sought to guarantee the right to education of children, young people and adults in basic education when school attendance was prohibited were highlighted. Among the main conclusions, it was found that the lack of infrastructure and technological knowledge of school communities were obstacles, as the bibliography shows, even though legally there was a significant effort from the Roraima Government, to guarantee autonomy to schools in offering ERE.

The NEP 2015–19 is designed to give everyone in Papua New Guinea, regardless of their ability, gender or socio - economic background, an opportunity to be educated and to transform their lives, using an holistic, inclusive and integrated approach.

There have been many changes in the country’s education system and policies since independence 40 years ago. This plan is designed to build on past successes and experience and begin a system providing 13 years Universal Education. High-quality, relevant education and training for all.

This plan is different to previous plans in a number of ways. Firstly it outlines all interventions needed that together will achieve Universal Education in PNG. This National Education Plan intends to have PNG leading the way by taking the bold step towards13 years of Universal Education for every student in the country. Universal Education can be achieved in our country with a coordinated approach supported by strong political drive, quality leadership and a relentlessness to achieve its intent.

Contained in this plan is the outline of the radical and comprehensive overhaul of many aspects of the education system proposed to give all children the opportunity to enter school at the age of six and receive a relevant education for 13 years, until they reach Grade 12 or the equivalent (18 years of age).

The NEP 2015-19 is based on a logic framework, so that the plan itself can be monitored and progressed measured. Every province will play a critical role in implementing the plan and using the same framework, they can compare their progress at provincial and national level. This approach means DoE is transparent in its approach and accountable to achieve its targets.