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Santi Rahmawati, S.T., M.S.M.
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Education Policy and Development (EPD)
Published by Research Synergy Foundation
ISSN : 29870011     EISSN : 29868408     DOI : https://doi.org/10.31098/epd
Core Subject : Education,
Education Other
The Journal of Education Policy and Development (EPD) is a scholarly platform dedicated to advancing discourse on education policy and its development. This journal is conceived with the objective of addressing a critical gap in academic literature and providing a comprehensive outlet for rigorous research and analysis in the field of education policy. As a peer-reviewed publication, the EPD Journal invites diverse discussions employing various approaches and methodologies on education policy discourse across all educational levels. This encompasses, but is not limited to: - Sociology to school learning and teaching: The topic covers but is not limited to the social integration of education, socialization, Social Placement, social and cultural innovation. - Digitalization of Schools: but not limited to Learning Methods in the Industrial Revolution Era 4.0, metacognitive teaching method, cooperative teaching method, student center learning, assessment in learning and teaching, online learning, evaluation of distance learning, the effectivity of distance learning - Curriculum review and program planning research: The topic covers but is not limited to curriculum and instruction, curriculum development, curriculum evaluation, support elements of an effective curriculum. - School and community-based management: The topic covers, but not limited to, school-based management, parent participation in school-based management, school-community relations, and community development (economic, social, and physical) - Higher Education Development, including Higher education quality assurance, human resource, finance and Internationalization. - Education (Miscellaneous) The issue also invites high-quality research on teaching and learning processes, school leadership and policy, instructional techniques and programs, assessment practices, and developments in learning technology.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "vol. 2 no. 1 (2024): education policy and development" : 5 Documents clear
Implementation of Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement in Public Secondary School: A Basis for School-Home Framework Mary Jane Corpuz
Education Policy and Development Vol. 2 No. 1 (2024): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v2i1.1800

Abstract

As the face-to-face classes progress schools reopen their ground for the school year 2022-2023. Although expected, it is discovered that many learners do not meet the expected outcomes in mastery of basic numeracy and literacy skills and competencies. The Department of Education instantly developed a recovery learning plan framework to guide schools in addressing learning gaps. The main thrust of this paper was to determine the level of implementation of the Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement in public schools. The findings of the study revealed that the implementation level of basic continuity and recovery plan as assessed by the school head in terms of the development and implementation of long-term and catch-up plans to accelerate learning and reintegration of learners’ safe return to the school system was implemented. in terms of establishment of teachers' and learners' support systems through community and stakeholders' collaboration, literacy and numeracy assessment levels and learners' overall situation, especially the marginalized and modification learning package focused on fundamental skills towards resiliency were fully implemented. The level of teacher engagement in terms of vigor, dedication, and absorption were very often. The level of parental involvement was highly involved. There was no significant difference amongst respondents’ assessment on Implementation of Basic Continuity and Recovery Plan, Teacher Engagement, and Parental Involvement. There was a significant relationship between basic continuity and recovery Plan, teacher engagement and parental involvement. A localized School-Home Framework that focused on the four pillars of school-home partnership and connection was proposed.
Readiness of Local Educational Institution for ISO 9001:2015 Quality Management System Certification: A Comprehensive Analysis Benjamin Aguenza
Education Policy and Development Vol. 2 No. 1 (2024): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v2i1.1804

Abstract

Business certifications and accreditations are increasingly crucial for organizations, especially in educational institutions, to demonstrate service quality and gain a competitive edge. Quality management systems (QMS) will support these objectives and enhance product and service quality. This study specifically examines the readiness of local educational institution for ISO 9001 Quality Management System certification. It also evaluated the degree of impact among the respondents in terms of compliance with the QMS standard clauses. Additionally, the study identified the challenges faced by local educational institutions in obtaining ISO certification. The research design employed a descriptive approach and a survey questionnaire. Stratified random sampling was used to select a sample of 215 administration and academic personnel. The findings indicated that the assessment level for ISO 9001 is ready. However, among independent variables, leadership is the most important factor in demonstrating a high level of readiness for ISO certification. It emphasizes the importance of adhering to quality management requirements. Furthermore, the assessment differed when respondents were grouped according to their profiles.  In addition, the respondents identified moderate issues related to resistance to change and a lack of proper organizational structure. Therefore, local educational institution must view certification as an ongoing commitment rather than a one-time project. They should establish routine processes to maintain the ISO standard, improve the institution’s image, and raise employees’ awareness of the QMS in their day-to-day operations.
Big Data Education Landscape for Graduates in Morocco: Insights from 2022 Offerings Karim Ghanouane; Taoufik Benkaraache
Education Policy and Development Vol. 2 No. 1 (2024): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v2i1.1830

Abstract

The main objective of this research was to analyze graduate programs in Big Data in Morocco in 2022, focusing on the technical skills, tools and technologies, and functional skills taught in the programs. In the digital age, the Big Data revolution has generated massive amounts of data, transforming the way businesses and organizations around the world make decisions and innovate. In this ever-changing context, Training of Big Data professionals in Morocco in 2022 is crucial. The expansion of Big Data has created a growing need for skilled professionals to manage these immense data sets. Higher education programs play a key role in preparing these future experts. This study adopted a content analysis methodology, examining the curricula of 16 public engineering schools, and 21 accredited public schools and science faculties in Morocco. The technical skills, tools and technologies, and functional skills taught were analyzed and compared with existing literature on Big Data skills. The programs focus on technical skills such as programming, machine learning, statistics, and mathematics, with Python as the main tool. However, certain skills, such as predictive analysis, are under-represented. Functional skills in communication and management are essential; however, skills in agile methods and change management vary in coverage. The results offer an insight into the alignment between higher education programs and the needs of the Big Data market. Educational institutions can adjust their programs to better meet emerging needs, focusing on under-represented skills, and ensuring the continued relevance of training.
Measuring the Effectiveness of Online and Face-to-Face Classes Using the Community of Inquiry Framework Eric S Parilla
Education Policy and Development Vol. 2 No. 1 (2024): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v2i1.1869

Abstract

The research study aims to measure and compare the effectiveness of face-to-face and online classes in the context of the Community of Inquiry Framework consisting of cognitive presence, social presence and instructional presence. It uses mixed methods of research design, and the participants are faculty members and students of different universities and colleges all over the Philippines. The importance of this research study is it assessed the effectiveness of online and face-to-face classes using the Community of Inquiry framework.  Results showed that in all aspects of the Community of Inquiry Framework, the assessments of both modalities are highly effective. However, comparing the two modalities, FtF classes outweighed the online classes in all aspects. The 7 focus group discussions also yielded the same results, where students also identified 4 themes of advantages of the FtF modality which are; (1) Personal Interaction; (2) Real-Time Feedback; (3) Personalized Instruction; and (4) Reduced Distractions.
How Should a Teacher Be According to The Teacher’s Views? Ömer Cem Karacaoğlu
Education Policy and Development Vol. 2 No. 1 (2024): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v2i1.2090

Abstract

Identifying and enhancing teacher competencies and qualifications is crucial for advancing the quality of education. This qualitative study aimed to explore teachers' qualifications and self-perceptions through interviews with 78 teachers across various disciplines. The objective was to understand discrepancies between teachers' self-views and critical perceptions of colleagues, thereby identifying essential competencies. Semi-structured interviews, employing a qualitative approach, facilitated a thorough exploration of teacher perspectives. The study group included classroom, English, Turkish, math, science, philosophy, religious culture, computer, biology, history, chemistry, physical education, music, Turkish language, literature, painting, and physics teachers. Open-ended questions elicited opinions on colleague qualifications, essential teacher competencies, and self-perceptions. The findings revealed that experienced teachers demonstrated higher confidence, while beginners expressed a commitment to improvement. Communication skills, empathy, love for students, subject knowledge, self-development, patience, tolerance, and passion for teaching were highlighted as crucial competencies. Teachers emphasized the need for a balance between personal and professional qualities, advocating for pedagogical formation, contemporary teaching approaches, and technology proficiency. The study concludes that continuous professional development is vital, emphasizing the importance of both human-oriented qualities and technical competencies for effective teaching. This research provides a foundation for raising teachers' awareness of competence assessment and development, urging educational institutions to support ongoing teacher growth.

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