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"This volume focuses on the rise of educational regulation and educational governance in a post-2015 era. Across the globe, unfettered globalization is being curtailed and cooperation and collaboration at the regional level appears to be at an unprecedented high, yet there are still substantial disparities across national levels in education, social, political, and economic sectors. This volume investigates the nexus between national policy mandates, regional aspirations and international benchmarks and commitments. In doing so, it uses a critical educational policy studies approach to examine the various scales of the politics of education to explain how changes in the global and political economy influences national educational policies and practices. Thus, the politics of education within small (and micro) states is linked to various educational agenda settings and attitudes within the national and regional policy environment and the actors and institutions that shape these agendas. Chapters within this volume explain at what scale policy decisions are taken within the policy environment and who has the authoritative allocation of values."

"This book originated in a policy analysis class at Michigan State University taught during 2010. Using Professor Tatto?s unique approach to teaching policy analysis, the professor and students agreed to construct a class that represented a reflective and grounded experience in the policy analysis of a current and relevant issue with global ramifications The book pays particular attention to the contexts of policy, including the evolving conceptualization of global and local systems of governance, knowledge regimes, and policy spaces. "

"Indonesia telah mengembangkan program perlindungan sosial untuk meningkatkan angka partisipasi sekolah, di antaranya ialah Program Indonesia Pintar (PIP). Akan tetapi, semakin berkembang rekognisi bahwa program perlindungan sosial yang diimplementasikan negara berkembang memiliki akurasi sasaran yang relatif buruk walaupun hal tersebut erat kaitannya dengan efisiensi serta efektivitas pelaksanaan program. Penelitian ini bertujuan untuk menganalisis mengenai akurasi sasaran Program Indonesia Pintar serta korelasinya dengan salah satu tujuan program, yakni keputusan kembali bersekolah. Dengan metode analisis secara deskriptif menggunakan data SUSENAS, diketahui bahwa targeting error masih signifikan terjadi pada PIP walau ada indikasi perbaikan pada 2018 dibandingkan dengan 2017. Di samping itu, metode regresi logit dengan data SUSENAS tahun 2018 digunakan untuk melihat korelasi PIP dengan keputusan kembali bersekolah dan ditemukan korelasi secara positif serta signifikan. Hal ini membuktikan bagaimana penerimaan PIP mampu berkontribusi untuk meningkatkan angka partisipasi sekolah dengan menarik kembali individu yang sempat berhenti sekolah. Namun, signifikannya permasalahan pada akurasi sasaran tetap menjadi perhatian.

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Indonesia has been developing social assistance program to increase school participation rate, one of which is Program Indonesia Pintar (Educational Cash Transfer for the Poor/PIP). However, there is a growing recognition that many existing social assistance programs in developing countries are badly targeted although it is highly correlated with the efficiency and effectiveness of the program execution. This study aims to analyze the targeting performance of Program Indonesia Pintar and its correlation with one of the program’s objective, re-enrolment decision. By utilizing descriptive analysis with SUSENAS data, it is found that targeting error is still significantly found in the implementation of PIP although it’s relatively lower in 2018 compared to 2017. Furthermore, logistic regression method with 2018 SUSENAS data is used to analyzed the correlation of PIP reception with re-enrolment decision, which is proven to be positive and significant. It verifies how PIP reception can contribute to increase school participation rate by encouraging individuals who have dropped out of school to go back to school. Nonetheless, the issue of targeting error still needs to be figured."

"The book identifies three models of impairment in place in legislation, policy and enacted practice for educational accountability with students with impairment. Eight explicit and implicit assumptions that underpin the ways students with impairment are valued in educational accountability are identified and discussed. "

"This book reviews some of the major policy shifts in the education sector, analysing selected case study policies in order to articulate dominant discourses in recent policy-making which have helped establish a particular hegemony. The book?s originality lies in its policy analysis and case study base, whereby key policy texts across different sectors are dissected using the 'policy cycle' framework, allowing for an in depth analysis of the policy discourse as well as a discussion on how the neoliberal agenda was reflected and /or promoted. The book seeks to demonstrate that education as a sector is a much broader field and therefore the areas covered include key policies in citizenship and youth work, widening participation in higher education, the place of inclusive education in the curriculum, the undergraduate medical curriculum, and the effect of the Cox review on creativity. "