Describes about the meaning of public policy, need and importance of public policies, recent public policies in india, weakness of public policies and remedies to overcome the public policy problems
Describes about the meaning of public policy, need and importance of public policies, recent public policies in india, weakness of public policies and remedies to overcome the public policy problems
Dynamics of Educational Decentralisation on Effective Management of Primary S...ijtsrd
The purpose of this indicative comparative analysis is an initial identification of key issues for the education sector that arise from its implementation of government decentralization policies. The system of education management is being gradually decentralised and de concentrated on the basis of the subsidiarity principle, as decentralisation is seen as one of the key strategies for reforming and reshaping educational institutions. The present paper tackles the questions about how the interaction of education decentralisation, what changes occur in the process of school management with the increase of school autonomy and what are the conditions for the process of effective school autonomisation. Despite decentralization of education functions through delegation and deconcentration of functions, there are still concerns of ineffectiveness in service delivery especially at the local level. The importance and the impact of raising education quality gives added weight to the question, "Can education decentralization raise quality " Education decentralization policies are prevalent around the world. The objectives of such policies especially those increasing school autonomy and local governance may include improving service delivery, but more commonly involve shifting political power or funding responsibilities. Whatever motivation for education decentralization, such policies may lead to improvements in the quality of education. This paper examines the potential of education decentralization to improve management and performance, as reflected in educational outcomes and changes in the determinants of those outcomes in three parts The conceptual arguments for such a relationship "¢ The empirical evidence of the impacts of education decentralization, Better design and implementation of decentralization policy to leverage its impact on quality management. Massa Ernest Massa "Dynamics of Educational Decentralisation on Effective Management of Primary Schools: Lessons for Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31194.pdf Paper Url :https://www.ijtsrd.com/engineering/other/31194/dynamics-of-educational-decentralisation-on-effective-management-of-primary-schools-lessons-for-cameroon/massa-ernest-massa
‘If you do not know where you are going, any road will take you there. [Educational planning] is about choosing a direction and destination first, deciding on the route and intermediary stops required to get there, checking progress against a map and making course adjustments as required in order to realise the desired objectives.’ (UNESCO 2011: 1)
Educational planning, is the application of rational, systematic analysis to the process of educational development with the aim of making education more effective and efficient in responding to the needs and goals of its students and society.
Making Vibrant Connections: Higher Education and the Business CommunityMelissa DeFreest
On June 20th, a panel of distinguished higher education leaders highlighted the resources they have available to Somerset County’s business community for student engagement, program support and strategic research.
The panel includes representatives from Raritan Valley Community College, Rutgers University, NJIT and Princeton
University.
O zastosowaniach rozwiązań rzeczywistości wirtualnej w biznesie. Przykłady zastosowań, alnaliza potencjału. Artykuł opublikowany w Magazynie Brief paźdzIernik 2015
Dynamics of Educational Decentralisation on Effective Management of Primary S...ijtsrd
The purpose of this indicative comparative analysis is an initial identification of key issues for the education sector that arise from its implementation of government decentralization policies. The system of education management is being gradually decentralised and de concentrated on the basis of the subsidiarity principle, as decentralisation is seen as one of the key strategies for reforming and reshaping educational institutions. The present paper tackles the questions about how the interaction of education decentralisation, what changes occur in the process of school management with the increase of school autonomy and what are the conditions for the process of effective school autonomisation. Despite decentralization of education functions through delegation and deconcentration of functions, there are still concerns of ineffectiveness in service delivery especially at the local level. The importance and the impact of raising education quality gives added weight to the question, "Can education decentralization raise quality " Education decentralization policies are prevalent around the world. The objectives of such policies especially those increasing school autonomy and local governance may include improving service delivery, but more commonly involve shifting political power or funding responsibilities. Whatever motivation for education decentralization, such policies may lead to improvements in the quality of education. This paper examines the potential of education decentralization to improve management and performance, as reflected in educational outcomes and changes in the determinants of those outcomes in three parts The conceptual arguments for such a relationship "¢ The empirical evidence of the impacts of education decentralization, Better design and implementation of decentralization policy to leverage its impact on quality management. Massa Ernest Massa "Dynamics of Educational Decentralisation on Effective Management of Primary Schools: Lessons for Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31194.pdf Paper Url :https://www.ijtsrd.com/engineering/other/31194/dynamics-of-educational-decentralisation-on-effective-management-of-primary-schools-lessons-for-cameroon/massa-ernest-massa
‘If you do not know where you are going, any road will take you there. [Educational planning] is about choosing a direction and destination first, deciding on the route and intermediary stops required to get there, checking progress against a map and making course adjustments as required in order to realise the desired objectives.’ (UNESCO 2011: 1)
Educational planning, is the application of rational, systematic analysis to the process of educational development with the aim of making education more effective and efficient in responding to the needs and goals of its students and society.
Making Vibrant Connections: Higher Education and the Business CommunityMelissa DeFreest
On June 20th, a panel of distinguished higher education leaders highlighted the resources they have available to Somerset County’s business community for student engagement, program support and strategic research.
The panel includes representatives from Raritan Valley Community College, Rutgers University, NJIT and Princeton
University.
O zastosowaniach rozwiązań rzeczywistości wirtualnej w biznesie. Przykłady zastosowań, alnaliza potencjału. Artykuł opublikowany w Magazynie Brief paźdzIernik 2015
Disampaikan kepada Kementerian Komunikasi dan Informatika sebagai tindak lanjut acara diskusi tentang OpenBTS yang berlangsung di Kantor ICT Watch - Jakarta, Kamis 7 Januari 2016 antara Menteri Komunikasi dan Informatika (Kemkominfo) dengan sejumlah pegiat OpenBTS.
www.LRLiderTime.blogspot.ru Skype marinair2011
Приглашаем к сотрудничеству!
Крупная Немецкая компания прямых продаж LR HEALTH&BEAUTY SYSTEMS проводит набор менеджеров для рекламы компании и ее продукции для красоты и здоровья в России, Украине и Казахстане. Обучение проводится для менеджеров компании бесплатно. Критерии отбора: обучаемость, коммуникабельность, порядочность, активная жизненная позиция. Начинать работать у нас возможно от 18 лет, образование значения не имеет, пол тоже. Сотрудники компании имеют возможность получить весь ассортимент товаров по закупочной цене. При выполнении условий компании по продажам продукции дальнейшее обучение в г.Москва, а также обучение за границей. Возможно сотрудничество с ИП и юридич.лицами. Телефон для связи 89136910033
Assignment 4 Public Leadership PresentationDue Week 10 and wort.docxbraycarissa250
Assignment 4: Public Leadership Presentation
Due Week 10 and worth 150 points
Condense information from Assignments 1, 2, 3, and additional criteria in order to develop a creative and appealing PowerPoint presentation.
Create a ten to twelve (10-12) slide presentation in which you:
1. Create a title slide and references section (as indicated in the format requirements below).
2. Narrate each slide, using a microphone, indicating what you would say if you were actually presenting in front of an audience. Note: If you do not have access to a microphone, then you should provide detailed speaker notes with your presentation.
3. Briefly summarize your idea of a public leader. Cite experiences and research to support your assertions.
4. Discuss the specific leadership theories and styles that support your definition of a public leader. Provide a rationale to support your answer.
5. Discuss gender diversity in the workplace, including the increasing numbers of women in the workplace and leadership positions. What are the main barriers to women’s political participation and expression? What is the role of government and political parties to address this gap?
6. Predict three (3) public leadership trends that you believe will be particularly significant within the next decade.
7. What is the most important idea that you have learned in the course? How can you apply what you have learned? What will you do with whom, where, when, and, most important, why?
8. Include at least four (4) peer-reviewed references (no more than 1 year old) from material outside the textbook. Note: Appropriate peer-reviewed references include scholarly articles and government websites. Wikipedia, other wikis, and any other websites ending in anything other than “.gov” do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· Include a title slide containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The title slide is not included in the required slide length.
· Include a reference slide containing the sources that were consulted while completing research on the selected topic, listed in APA format. The reference slide is not included in the required slide length.
· Format the PowerPoint presentation with headings on each slide, two to three (2-3) colors, two to three (2-3) fonts, and two to three (2-3) relevant graphics (photographs, graphs, clip art, etc.), ensuring that the presentation is visually appealing and readable from eighteen (18) feet away. Check with your professor for any additional instructions.
· Slides should abbreviate the information in no more than five or six (5 or 6) bullet points each.
· Slide titles should be based on the criteria being summarized (e.g., “Four Key Attributes,” “Responses to Budget Issues,” etc.).
Running head: MANAGING PEOPLE THROUGH CHANGE
MANAGING PEOPLE THROUGH CHANGE ...
Site-based Management Creates Opportunities - Part 1noblex1
Site-based management can be defined as the formal alteration of school governance arrangements. Site-based management is a form of decentralization. Site-based management has three distinctive features:
(1) Some formal authority to make decisions in the central domains of budget, personnel and program is delegated to the school site.
(2) The formal authority to make decisions may be delegated to the principal, or distributed among principals, teachers, parents and others. In most cases, the formal authority to make decisions is broadly distributed.
(3) While the formal authority granted site participants may be circumscribed by existing statutes, regulations or contractual agreements, site participants are afforded substantial discretion.
Essentially, site-based management is supposed to:
- enable site participants, notably teachers and parents, to exert substantial influence on school policy decisions.
- enhance employee morale and motivation.
- strengthen the quality of school-wide planning processes.
- stimulate instructional improvements
- foster the development of characteristics associated with effective schools.
- improve the academic achievement of students
The available information casts doubt on the ability of site-based management plans to achieve these objectives. A variety of factors offset the ability of site-based management to fulfill the promises set forth by proponents of this reform.
Since there is little evidence that site-based management plans have achieved their objectives, policy makers and educators need to consider the viability of site- based management as a reform strategy, the factors that restrict the ability of site- based management to achieve its objectives and the need for continuous, systematic assessment of site-based management programs.
It may be that site-based management is not an effect approach to education reform. Thus policy makers and educators need to carefully consider whether they wish to invest in a reform strategy that has not been able to achieve its objectives in the vast majority of settings in which it has been attempted.
It is also possible, however, that site-based management has not been given a full or fair test. It may be premature to dismiss the substantive potential of site-based management on the basis of only eight systematic studies, particularly when some of these studies indicate there may be isolated instances where site-based management appears to be approaching, if not achieving its stated objectives. Thus policy makers and educators may decide to give site-based management a more full and fair test by designing plans that attend to the factors that affect the viability of this reform. It may be that if these factors were addressed, site-based management could become an effective approach to education reform.
Source: https://ebookschoice.com/site-based-management-creates-opportunities-part-1/
HEA 560 Milestone Two Guidelines and Rubric Policies c.docxpooleavelina
HEA 560 Milestone Two Guidelines and Rubric
Policies can be developed to provide recommendations for courses of action to be taken, allocate (or re-allocate) resources, develop solutions to counteract or
resolve problems, or grant authority to individuals. Policies can also be created to develop formal collaborations or partnerships between agencies, create new
rules or regulations, or guide strategic efforts in new directions. Whatever the purpose, the intended outcomes of policies are often to remediate a problem or
take advantage of a new opportunity through a course of action. In the context of higher education, high-level critical issues associated with students’
preparation for college-level academics, access to educational institutions, and success in terms of retention and degree completion need to be considered in
policy development.
As you draft your proposed admission policy, it is important to consider the intended and unintended outcomes of the admission policy. It may be useful to
research how other admission policies have been enacted at other institutions to gauge the potential outcomes that may occur at your institution as well. While
it may appear as though administrations at institutions would be excited to see dramatic increases in enrollment figures, consider the short-term and long-term
effects of increased headcounts, including impacts on class sizes, the availability of courses for students, whether students have the ability to enter into the
academic majors of their choice, and whether there is sufficient capacity in residential housing for students.
Additionally, consider the constellation of services traditional institutions offer to their students—dining services, counseling and academic advising, medical
care, and so on. How will those types of services and facilities be impacted by increases in enrollments? Alterations to admission requirements may lower
institutional selectivity and prestige, lower student satisfaction (especially if they cannot register for required courses because the courses are at capacity), or
lead to decreases in retention and graduation rates. All of these factors need to be considered by higher education administrators when developing policies
associated with students’ enrollment. At this stage, begin brainstorming some of the unintended consequences of your admission policy for the institution.
In Module Four, you will research admission policies, and select and develop an admission policy. As you do so, consider the intended outcomes of the policy and
whether the policy impacts the mission and vision of the institution.
Specifically, the following critical elements must be addressed:
I. Proposed Policy
a. Describe the proposed policy on student attainment, retention, and completion. How does the policy articulate the intent that admissions
become less selective in order to increase student enrollment, while maintaining compliance with higher edu ...
Risk Analysis, Vol. 36, No. 5, 2016 DOI 10.1111risa.12643.docxhealdkathaleen
Risk Analysis, Vol. 36, No. 5, 2016 DOI: 10.1111/risa.12643
Current Topics
Risk Management Should Play a Stronger Role
in Developing and Implementing Social Responsibility
Policies for Organizations
Shital A. Thekdi∗
In late 2015, it was discovered that a leading vehi-
cle manufacturer had intentionally programmed en-
gines to underreport nitrogen oxide emissions during
laboratory testing. This practice resulted in billions of
dollars in fines and lawsuits. The nonmonetary reper-
cussions were even more serious as these emissions
are associated with pollution and health issues. As
the resulting public perception of the product is dam-
aged, it is unknown whether sales and reputation will
fully recover.
In addition to legal violations, these practices
conflicted with internal corporate social responsibil-
ity (CSR) policies developed by the manufacturer. In
recent years, such policies are increasingly being used
in organizations, but are these policies more than
decorative words? Are they really able to guide the
decision making for protecting the social, political,
and environmental footprint of the organizations?
The above vehicle manufacturer example seems to
indicate that this is not the case. In this article, we
discuss this topic. We argue that current thinking
about and approaches to CSR policies suffer from
some severe weaknesses related to risk and uncer-
tainty treatment, and that there is a large potential
for improvements by incorporating ideas and meth-
ods from the field of risk analysis and risk manage-
ment. This article presents challenges and opportuni-
ties to adapt the risk discipline to the study of CSR.
1. THE CHALLENGES
Firms are increasingly investing in CSR policies
to address ethical, sustainable, and social commit-
ments, such as waste and pollution reduction, fair la-
∗Robins School of Business, University of Richmond, 1 Gate-
way Rd., Richmond, VA 23173, USA; tel: 804.289.1763; [email protected]
richmond.edu.
bor practices, social programs, and philanthropy.(1)
These policies are often pursued to promote long-
term profit or react to past wrongdoings. For ex-
ample, consider investments in reaction to nega-
tive publicity assumed by BP after environmental
incidents.(2) Companies have invested as much as bil-
lions of dollars toward developing, advertising, and
implementing these policies, yet these CSR efforts
have varying effectiveness in improving reputation(3)
or financial performance.(4) One explanation for this
variability is that these organizations did not effec-
tively manage risk in policy adoption and implemen-
tation. They did not sufficiently consider uncertainty
or consequences such as damaged reputation, health
and safety issues, increased regulation, or ecosys-
tem damage. Although conflict with CSR policies can
cause irreversible harm to organizations, these poli-
cies are adopted with few guidelines and are not en-
forced by external regulation.
Policy selection for CSR is challenging f ...
Preparation for Policy Formulation, Data on Educational Personnel_20231223_11...DrHafizKosar
What Is Policy?
Policy refers to a purposeful set of principles designed to steer decision making and attain logical results. It serves as a declaration of intentions and is put into action as a method or set of guidelines. Typically endorsed by a governing body within an organization, policies provide a framework for consistent and informed choices, helping to align actions with desired objectives.
Educational Policy
Educational policy refers to a set of principles, guidelines, laws, and strategies formulated by governments or educational authorities to regulate and guide the development and functioning of the education system within a specific jurisdiction.
Policy Formulation
The policy formulation process is a crucial aspect of governance that involves the systematic development and establishment of principles, guidelines, and actions to address specific issues or achieve particular objectives. The Importance of Policy Formulation
Policy formulation plays a critical role in shaping society and addressing important issues. Policies guide decisionmaking and action, and they can have a significant impact on individuals and communities. Effective policies can promote economic growth, protect public health and safety, and advance social justice and equality.Factors Affecting Educational Policies
Social Factors: Changing demographics drive the need for inclusive education systems. Social pressure prompts policymakers to create policies ensuring equal educational opportunities. Policies aim to promote diversity, multiculturalism, and inclusivity in schools.
Political Factors: Education policy is shaped by the ideologies and priorities of the ruling government. Governments recognize the importance of an educated citizenry for power and dominance. Specific policies depend on political beliefs; conservative governments may streamline curriculum, while liberal ones emphasize social justice and inclusion.
Economic Factors: Economic development, resource availability, and funding priorities determine financial investment in education. Limited financial backing results in a lack of resources and support for students. Affluent societies prioritize student needs and provide adequate funding for services and resources.
Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
Topic 1 How Does Transcultural Nursing Theory FitTranscultural n.docxherthaweston
Topic 1: How Does Transcultural Nursing Theory Fit?
Transcultural nursing theory is also called the culture care theory. With this in mind, explain how you plan to incorporate the culture care theory in your Unit 7 presentation Assignment that is due on Friday, Day 3 of class, and how the theory relates to your proposed policy change in your policy change proposal.please 300 words and it needs to include this policy proposal for change......
There must be at least 3 references APA
Policy Change Proposal Section II
Introduction
The proposed policy change is meant to improve the effectiveness of public laws and regulations and even give information on the public use of funds. Further, it will address the practices of the private sector employment that affects the ability of people to work and make their living above the poverty line and this mostly applies to the youths, unmarried dependent adults. The proposal is meant to make the public policy more inclusive, collaborative and responsive to the interests of the ordinary citizen so as to prepare them for their future life.
From the proposed amendment, there are measurable goals that will determine the level of success of the policy change proposal and this will include: First, by the end of the year we expect 60% of unmarried adult children to be independent and live an economically viable lifestyle. Second, by the end of 2018, the rate of poverty to reduce by 19% since the country will be composed of economically productive youths. Lastly, we expect the employment rate in the country to increase by 26% thereby increasing the economy of the country (Dillon, Erin & Rotherham 2009).
Policy change options
“Do nothing option” is when one does offer no initiative for change characterized by unwillingness and inability to take responsibility or work towards an achievement. Incremental change option is the step of making small adjustments to the expected end results, and mostly it does not alter or threaten the existing structure of the youthful age or alter the current methods of family management in this case of the change proposal. A major change option is the one that will alter the content, structure, the scheme of assessment and the mode of provision of the programs in question i.e. it will entail deletion, addition and replacement to a substantial part of the program or the act of law (Detixhe 2011).
Financial criteria
Substantive funding stream is the amount of money that is existing independently of others and is in large quantity. Likelihood of ongoing funding is the amount of money that is required to fund the ongoing operation of future developments of a project that is not currently provided for in terms of cash, debt or equity. Ability to meet current and future demands of the proposal is all about sustainability of our society as per the future and the current needs and makes appropriate changes in the way we live (Center on Education Policy 2007).Political feasibility is t.
1. Policy and Procedure Development and Discussion
Halifax Regional School Board
The Halifax Regional School Board (HRSB) positions student learning as its top priority (HRSB,
Learning,2012, para. 1). In order to support this focus, the board has developed 66 policies that cover six
categories: Board Governance and Operations, School Administration, Program, Human Resource
Services, Financial Services, and Community Relations. Overall, the policies are suitable, clear,and
accurate. The use of scientific notion, headings, and subheadings to divide elements supports
comprehension. School Administration and Human Resource Services are two of the most integral
components of a well-functioning school board. As such, two policies from each of these sections are
examined below. A critical analysis found some weaknesses that are policy-specific and strengths that are
common across all four policies.
B.013 Regional Code of Conduct
Some of the most significant obstacles to student learning are behavioural issues. As such, it is
important to examine policy B.013, Regional Code of Conduct,a policy under the umbrella of School
Administration which outlines guidelines for student conduct including expectations, preventative
measures,and consequences for poor conduct.
Policy B.013 presents guidelines for conduct within schools under the board’s jurisdiction
including the roles and responsibilities of all member groups, the promotion of appropriate behaviours,
and the ranges of approved (and forbidden) actions to address inappropriate behaviours. In general, the
policy is comprehensive and well organized using headings and subheadings presented in scientific
notation. The preamble section addresses the school board’s generalapproach to conduct including their
commitment to a philosophy that supports a “proactive approach to discipline,” an approach that is
evident throughout the policy (HRSB, Regional Code of Conduct,2006, p.1).
This policy suffers most from a lack of brevity. Including appendices, it is a 22 page document.
While it is important to address all issues and players involved in matters of conduct, 22 pages are too
many to be effectively read and absorbed. There are a number of places where the policy could be
tightened. Section 4 on guiding principles, for example, could be combined with the preamble section as
their contents overlap. Pages 8 to 18 include two tables that outline categories of offences,descriptions of
offences,proactive strategies for prevention, and ranges of possible consequences. There is a lot of
repetition in the tables and some of the offences and punishments could be combined for brevity’s sake.
Alternatively, since the tables need only be consulted for specific offences when they occur and not read
in their entirety every time the policy is consulted, the generalized discussion of offences and
consequences in the preceding pages could be tightened or eliminated entirely.
2. Besides lack of brevity, the policy also suffers from some obvious contradictions and exclusions.
For example, the policy forbids “the use of academic work as a disciplinary procedure,” and then suggests
a “research project on harmful effects of tobacco use” as a punishment for tobacco use on school property
(pp. 6, 8). Several times throughout the document, statements are made indicating that “strategies will be
developed” (p.5) or member groups will be involved in the development of codes of conduct (pp. 2-3).
However,there is no reference to how these goals will be reached,how often codes of conduct will be
changed, and so forth. A link to another policy or guidelines for implementation of these vague statements
would greatly enhance the policy. Pages 19-22 are labelled “Halifax Regional School Board Code of
Conduct Procedures,” but the contents only outline the processes relating to suspension. The policy
attempts to provide a clear delineation between policies and procedures, but the delineation is not entirely
accurate. Many of the preceding pages of policy are peppered with references to procedures such as the
possible punishments presented in the tables from page 8-18.
The final role of the school board, section 5.1.3, is to “ensure that [the] policy is reviewed at least
every five years” (p.2). Ironically, the policy was last revised in 2006 and there is no indication on the
website that the policy is currently under review.
B.019 High School Attendance
The High School Attendance policy’s centralmessage is that attendance impacts learning and
achievement. This policy empowers school administrators to manage attendance for their particular
school. While encouraging school-based solutions for ensuring high attendance,this policy offers a clear
framework to guide administrators with their decision-making. The attendance policy includes a detailed
list of procedures that schools must follow as they develop attendance strategies. For example, these
procedures define the attendance terms including present,special circumstance absence,suspension,
excused absence,and unexcused absence. Additionally, this policy outlines the responsibilities of
different stakeholders for ensuring regular attendance including the School Board Attendance Committee,
superintendent, school administrators, teachers,students, and parents/guardians. One notable weakness of
this policy is that it does not address the penalties or repercussions for students who fail to abide by the
school’s attendance policy. Punitive measures for absenteeism are addressed in the Regional Code of
Conduct policy; a reference to the appropriate section of this policy would be very beneficial.
This policy directly relates to the HRSB’s mission of ensuring that students develop a “passion
for learning” and “achieving personal success” (HRSB, 2012-2013 General Fund BusinessPlan and
Budget, 2012, p. 5). An attendance policy is necessary for schools to implement strategies that maximize
attendance in order to teach students the value of lifelong learning. Additionally, the HRSB has a
(somewhat vague) vision that seeks to improve every school by 2012-2013 (HRSB, About Us,2012).
3. Assuming that attendance falls under this improvement umbrella, this policy aligns well with such a
vision. In light of these goals, it does seem strange that the policy only targets the high school level and
does not address attendance at elementary or junior high schools. While this policy is certainly fit for
purpose for high schools as the title indicates, it could be argued that it has a broader application to lower-
level schools. The introductory sentence clearly expresses the importance of attendance for student
achievement so the reader is left wondering why it is restricted to the high school level. Nevertheless,this
policy is very necessary for both the success of the HRSB and for the success of students.
Overall, the attendance policy is well-written, logically organized, and appropriately clear and
brief. A clear differentiation between the policy statements and procedures has been established and each
of these sections are preceded by a table of contents. The policy is subdivided into concise policy
statements that deal with specific issues directly related to student attendance. This section is followed by
a much more detailed list of procedures and statement of responsibilities. Each section consistently
includes a relevant subheading and is clearly divided by scientific notation. This policy could be stronger
if it provided reference materialfor its readers. For example, the policy refers to various acts and bodies
such as the Nova Scotia Education Act, the Public School Program, the School Advisory Council, and the
HRSB Attendance Committee all of which may be of interest to various stakeholders.
D.005 Secondary Employment
Within the Human Resources section are nine HRSB policies which address issues pertaining to
the board’s staff. The Secondary Employment policy, approved in 1997, addresses employees working
outside of their positions at HRSB and states that the employee's primary obligation is to HRSB (HRSB,
Secondary Employment,1997, p.1). It defines secondary employment as “[e]mployment with an employer
other than Halifax Regional School Board, including self-employment” (p.1). As the board's primary goal
is the education of young people, it is reasonable to expect employees to be committed to their role in
serving that aim. Additionally, as the school board is an elected government body, it is important that
there is no appearance of bias or activity that could sully the board's reputation or that of the school
system generally. This policy also stresses the need for employees to represent themselves accurately and
not to act in a way that may appear as though they are acting on behalf of the HRSB (p. 2). Again, this
speaks to the board's need to maintain accountability and preserve its reputation.
This policy is necessary because the work schedules of many teachers and other HRSB
employees can often accommodate secondary employment. The HRSB must ensure it is providing the
best quality education for its students and that employees’ secondary employment is not diminishing the
level of education delivered. The board also must have recourse should an employee put the HRSB in a
compromising position where there is a conflict of interest or the appearance of one, though penalties and
4. repercussions are not discussed. HRSB must also preserve its neutrality and distance from political,
business, or other endeavours. The policy addresses all issues related to secondary employment and is
therefore fit for purpose.
The Secondary Employment policy itself is one very clear and well-written sentence using plain
language. Using scientific notation, the procedural guidelines are subdivided into three categories -
conditions that would prohibit secondary employment, conditions for employees who have secondary
employment, and possible requirement of notifying the secondary employer that the employee's
secondary employment is “in no way authorized, endorsed or supported by Halifax Regional School
Board” (p. 3). Each of these sections is further segmented with detailed descriptions of each statement.
The pagination clearly indicates which page the reader is on and the total number of pages,three. The
demarcation of guidelines is clear and the policy itself is prominently identified. As this policy addresses
a relatively simple issue, it is appropriately brief and concise.
D.009 Diversity Management
The HRSB has committed itself to ensuring an inclusive work environment through its Diversity
Management policy (HRSB, Diversity Management,2007, p.1). The policy outlines the board’s aims to
recruit, promote, and hire members of underrepresented groups and offers strategic approaches to do so.
Furthermore, the policy requires that once hired, all employees are treated equally and without prejudice.
The HRSB’s mission statement of ensuring that “each student develops passion … for building a
harmonious global community” is supported by this policy (HRSB, 2012-2013 Draft General Fund
Business Plan,2012, p.5).
Overall, this policy is necessary,especially in a setting that can fall under intense public scrutiny.
The foundation of the policy is the Nova Scotia Human Rights Act (HRSB, Diversity Management,2007,
p. 1) and it further attempts to guarantee an environment in which no employee feels discriminated
against. The purpose of the Diversity Management policy is clear and explicit in the preamble. Unlike the
other policies reviewed, D.009 contains a section outlining accountability (p 3). The overall development
of strategies relating to diversity are the responsibility of the Superintendent, while the implementation is
shared by Board Services and human resources.
In terms of clarity, this policy provides numerous definitions (pp. 2-3) to ensure that those
involved understand all of the terms and objectives. Furthermore, the plan, goals and expected outcomes
are clearly stated. In terms of brevity, this policy is a concise eight pages including two appendices: a
workplace survey, and the actualdiversity management plan. The organizational structure,pagination,
and notation are neat and concise as well.
5. Conclusion
The four policies reviewed are serviceable documents. A common strength among these policies
is their connection to the HRSB’s mission statement. It is evident that each policy is in place to serve the
board’s overarching aim to provide education to the young students in its charge. Moreover,each policy
is clearly written in plain language, appropriately structured with scientific notation, and properly
formatted with strategic pagination. These policies, however, could be improved in several areas. First,
the table of contents in each policy does not include physical page numbers making it much more difficult
to navigate through lengthy policies. Additionally, stronger use of supporting documents, either through
clearer citations or hyperlinks to connect the reader directly to the original, would enhance the policies’
value. Finally, to improve accessibility, the policies should be provided in HTML format in addition to
downloadable PDFs. As it stands, Halifax Regional School Board’s set of policies are comprehensive in
coverage; however, implementing the suggested changes outlined above would improve their usability for
stakeholders outside the board.
References
Halifax Regional School Board. (1997). Secondary Employment. Retrieved from:
http://www.hrsb.ns.ca/files/downloads/pdf/board/policy/sectiond/d.005-secondary-
employment.pdf
Halifax Regional School Board. (2006). Regional Code of Conduct. Retrieved from:
http://www.hrsb.ns.ca/files/Downloads/pdf/board/policy/sectionB/B.013-code-of-conduct.pdf
Halifax Regional School Board. (2007). Diversity Management Policy.Retrieved from:
http://www.hrsb.ns.ca/files/Downloads/pdf/board/policy/sectionD/D.009-diversity-man
agement.pdf
Halifax Regional School Board. (2008). High School Attendance Policy. Retrieved from:
http://www.hrsb.ns.ca/files/downloads/pdf/board/policy/sectionb/b.019-attendance.pdf
6. Halifax Regional School Board (2008-2009). 2012-2013 General Fund Business Plan & Budget.
Retrieved from: http://www.hrsb.ns.ca/files/Downloads/pdf/finance/budget/budget-business-plan-
08-09.pdf
Halifax Regional School Board. (2012). Learning. Retrieved from:
http://www.hrsb.ns.ca/content/id/219.html
Halifax Regional School Board. (2012). About Us. Retrieved from:
http://www.hrsb.ns.ca/content/id/217.html