The Right to Education in Australia: A Case Study of Higher Education Policy

2014 ◽  
Author(s):  
Ross Willing
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Right To Education ◽  
The Right

scholarly journals Public deliberation as a teaching andragogy: Implications for adult student learning from a doctoral higher education policy course

2013 ◽  
pp. 95-108 ◽  
Author(s):  
Matthew Johnson ◽  
Margaret Partlo ◽  
Tammy Hullender ◽  
Emmanuel Akanwa ◽  
Heather Burke ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Education Policy ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
Public Deliberation ◽  
Adult Student ◽  
Student Agency ◽  
Taking Action

Public deliberation provides an inclusive and robust mechanism for making shared decisions in community and political settings; however, its application to teaching and learning remains underutilized (McMillan & Harriger, 2007). This manuscript reports on a case study of the use of public deliberation as a teaching andragogy in a graduate level course in higher education policy, which showed that public deliberation creates greater ownership of the course, fosters critical thinking and student agency, and implicates taking action.

Tactical evaluations: Everyday neoliberalism in academia

2018 ◽  
Vol 54 (1) ◽  
pp. 77-91 ◽  
Author(s):  
Fabian Cannizzo
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
National Policy ◽  
University Governance ◽  
Self Management ◽  
Policy Reforms ◽  
Managerial Efficiency ◽  
Policy Agendas

Neoliberal political rationalities have transformed not only national policy agendas, but also the strategies that individuals adopt to navigate their everyday lives; sometimes described as ‘everyday neoliberalism’. This article explores everyday neoliberalism’s contribution to the transformation of workplace ethics through a case study of Australian academics. National higher education policy reforms have been mirrored by a transformation in academics’ perceptions of what forms of self-management are legitimate and necessary. While governmental reforms are couched in a language of technical efficiency and accountability to stakeholders, interviews with academics reveal depoliticising practices of evaluation. Values conflicts – between scholarly autonomy and managerial efficiency – are indicative of tactical struggles over the means by which academics evaluate their selves and their labour. The managerialisation of university governance has not eroded political and value commitments, but has encouraged academics to pursue more individualised forms of ethics, which re-affirm their compliance with managerial norms.

The Right of Children in Accessing Primary Education: Vientiane Province Case Study

2015 ◽  
Vol 16 (1-2) ◽  
pp. 26-41
Author(s):  
Khonsavanh Vongvannasay ◽  
Khamphang Vongphachanh ◽  
Vilay Langkavong
Keyword(s):  
Education Policy ◽  
Primary Education ◽  
Tertiary Education ◽  
External Factors ◽  
Education For All ◽  
Access To Education ◽  
Right To Education ◽  
Developed Country ◽  
The Right

The right to education is an important fundamental right for all Lao citizens and is regarded as one of the priorities of development in Lao pdr. The Lao pdr realizes the importance of education for all as a significant tool to help the country graduate from the least developed country status in 2020. Primary and tertiary education is therefore one of the Lao pdr Government’s priorities. This research analyses the existing rights of children to access primary education in Vientiane Province, the education system in Lao pdr and its education policy for all children. The researchers conducted an in-depth review on the actual implementation of children’s access to education in Vientiane Province, identifying barriers to the full implementation of education policy in the province as well as other important external factors for education. Recommendations are made for increasing children’s access to education, thereby improving the right to education in the state and building a much stronger foundation for the development of Lao pdr.

Keeping the Higher Education “Promise” in Nevada: Latina/o Legislators Policy Ways of Knowing

2021 ◽  
pp. 153819272199497
Author(s):  
Magdalena Martinez
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Policy Making ◽  
Ways Of Knowing ◽  
Cultural Assumptions ◽  
Policy Actors ◽  
Policy Interventions ◽  
Structural Inequities

In this case study, I draw attention to key Nevada Latina/o legislators’ policy ways of knowing and their higher education policy priorities. A focus on the policy actors uncovered structural, racial, and cultural assumptions in policy-making often absent in the exclusive analysis of policy interventions. Their policy ways of knowing were shaped in at least three ways: acknowledging and naming the sources of structural inequities, embracing political humility, and challenging policy knowledge-generating practices.

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