The Washington state School-to-Work (STW) All Students/Special Populations Work Group developed a set of criteria to ensure equity in access, outreach, participation, and treatment for all students in the STW system. "All students and special populations" encompasses both male and female students; disadvantaged students with diverse…

Describes the Juvenile Justice Educational Enhancement Program's implementation of an evaluation research-driven quality assurance process for Florida's juvenile justice educational programs. Reviews the literature on juvenile justice educational practices and describes the educational quality assurance standards and annual modifications that draw…

It is argued that school administrators at the state, district, or building level should review and evaluate policy in addition to their more traditional roles in implementation. This exercise of leadership should provide a more comprehensive response to policy initiatives. (SLD)

The Australian government's reform policy treats education as a mechanism for economic development. To achieve national goals, the government is stressing skills education, private-sector involvement in skills education, increased participation in education, increased school retention rates, improvement in overall education quality, and…

Discusses the nature of school restructuring in Australia and provides a justification for restructuring predicated on improving teaching and learning. Provides various restructuring frameworks, recognizes the need to clarify qualifying conditions, and addresses ways to overcome implementation problems. Ambiguity and ambivalence over…

Four essays by policy analysts approach programs for school-age children from differing perspectives, each identifying the key forces that influence the policy climate and directions for the future. (Author/SLD)

The No Child Left Behind Act of 2001 (NCLB) requires states to establish goals for all students and for groups of students characterized by race, ethnicity, poverty, disability, and limited English proficiency and requires schools to make annual progress in meeting these goals. In a number of states, officials have argued that increased federal…

At the secondary school level, technical education programs serve numerous purposes ranging from narrow skill training to enhancing general education. However, implementation strategies may make the intended purpose of the educational program unclear. This study examined the purpose of technical education in Zimbabwe's high schools, as outlined in…

Mali, in choosing democratic education within a decentralised context, has made a clear choice as to the importance of the role that communities and territorial collectivities should play in the profound change and reform of the educational system. This reform will only happen if the communities, territorial collectivities, and all the actors…

This article discusses some of the Government's current agendas for schools that appear to be in direct conflict with each other. For example, the positive effects of Every Child Matters, personalised learning, inclusion and collaboration are seen as complementary, but their implementation is viewed as being held back by the current regime of…

Kenya, Tanzania and Uganda are among the countries in Sub-Saharan Africa which have recently implemented policies for free primary education, motivated in part by renewed democratic accountability following the re-emergence of multi-party politics in the 1990s. However, it is not the first time that the goal of expanding primary education has been…

This article analyses change of time use and time allocation in three schools participating in a Swedish five-year national experiment in which State regulation of teaching time was weakened. Participating schools could freely decide how to use and distribute teaching time. The experiment was launched at a late stage in a 25-year decentralisation…

This publication contains a set of five case studies and two analytical overview chapters that lay the foundation for a deeper understanding of the process of educational policy formation in Africa. Reflecting developments until late 1992, the cases include Botswana, Tanzania, Uganda, Mali, and Senegal. The articles describe and analyze current…

This booklet describes the adult education system in Indonesia. The first section provides background information, including the geographic and demographic characteristics and the socioeconomic setting of the country. The history of education in the country is also discussed. Government policy is the topic of the second section. Included are a…

In a survey of educational researchers, school and district administrators, and policymakers, 1,818 respondents rated educational practices and policies according to their influence on learning and assessability. Classroom practices, design and delivery of curriculum, and schoolwide practices were rated as more influential than federal, state, and…