Education policy
Research intended to inform education policy is carried out in a wide variety of institutions and in many academic disciplines.
For example, researchers are affiliated with schools and departments of education, public policy, psychology, economics, sociology, and human development.
Additionally, sociology, political science, economics, and law are all disciplines that can be used to better understand how education systems function, what their impacts are, and how policies might be changed for different conditions.
Over the past 30 years, policymakers have made a steady increase at the state and federal levels of government in their involvement of US schools.
Compared to other OECD countries, educational governance in the US is more decentralized and most of its autonomy is found within the state and district levels.
[16] A reasonable strategy in talent management for the education sector must focus on recruitment, development, and retention of intelligent and efficient teachers.
[19] School administrators and district officials must push their teachers to make use of available resources and opportunities to continue the learning process.
Conferences with workshops are also valuable because these activities provide teachers with tools for integration of technology in the classrooms and Continuing Professional Development Units in boosting their careers.
[20] School administrators must ensure that teachers are not only competent in classroom management but also in protecting students from harm such as bullying.
[21] Quality and timely data and evidence are key factors for policy-making, planning and the delivery to advance gender equality in and through education.
They can also help to identify and inform interventions that influence participation, learning and empowerment, from early childhood to tertiary education and beyond.
[22] Though the SDG 4 monitoring framework is a step forward in the policy process, a complete monitoring framework for gender equality in and through education should include indicators that consider: Efforts are also needed to track disparities in informal and non-formal learning contexts with a lifelong learning approach, and to ensure that data are collected on the most excluded.
